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Per.3/4 6th Grade ELA Core Standards - Review
Transcript of Per.3/4 6th Grade ELA Core Standards - Review
What are the skills you need to know in order to BUILD and then PRESENT knowledge?
Charts, Graphs, Data
What kind of skills related to the main ideas and supporting details should I be able to do?
REVIEW: What do you know?
STANDARD: "Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text."
Learn to cite (find exact examples from the text) from things you have read to support your claim while being relevant (on topic) to your paper.
WHAT TO DO: Find out the central claim or idea of a piece of text and how it is shown through out certain moods, tones, or rhetoric based off of details from the text.
HOW TO DO IT: Go through the text and find out what the main idea is based off of what the facts and in-text citations are saying.
WHAT TO DO: Summarize it in your own words from how you interpret it.
HOW TO DO IT: Think about what you take away or think about a piece of text and summarize it. DO NOT USE OPINION.
STANDARD: "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."
Describe how a story unfolds in a series of events and how the characters behave as the story finds a resolution.
How does the story change?
How do the character(s) react throughout the story?
How does the story unfold through development and events?
Analyze how an important person/place is described in an article (like in examples or anecdotes).
How is an important person/place described?
How were they introduced?
How to introduce and elaborate a topic
Describe the topic. Why is it important?
"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 toward a resolution." (NARRATIVE)
"Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)." (INFORMATIVE)
What should I look for when I analyze the craft or structure of a NARRATIVE vs. an INFORMATIVE piece?
Recognize context clues around the word choice.
Decide the effect on a word choice by the character’s determined personality.
Ex: If a character was known to be angry, they wouldn’t use joyful; they would use enraged.
Analyze tone with D.I.D.L.S. (Diction; Images; Details; Language; Sentence structure)
Decide how a word is effective based on how it is said.
STANDARD: "Determine the impact of a specific word choice on meaning and tone"
STANDARD: "Analyze how 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 (narrative) or ideas (informative)."
Narratives are normally 1st or 3rd person
A narrative story tells a characters life/story that can be fictional
A narrator or character will explain the exposition, setting, character traits, and background.
Ask yourself: WHY would the author use this POV?
Articles are normally in 3rd person (rarely will they use "I" opinion)
It is informative to the reader.
POV is factual and tells you the true meaning of a certain subject.
Its genre is non-fiction; it doesn’t use a plot diagram**.
"Explain how an author develops the point of view of the narrator or speaker in a text." (NARRATIVE)
"Determine an author's point of view or purpose in a text and explain how it is conveyed in the text." (INFORMATIVE)
How do I gather and use the knowledge and ideas I read about, whether it's NARRATIVE or INFORMATIVE text?
Taking information from visuals and transforming it into sentences.
Understanding the image/information and then writing it in your own words
graph with money percentages.
20.3 percent of money goes to social security.
Analyze the text to find key points and useful information that will complement your essay.
STANDARD: "Integrate information presented in different media or formats (e.g., visual, statistics) as well as in words to develop a coherent understanding of a topic or issue.."
You are able to compare and contrast different genre types. Ex: Able to compare and contrast a science book and a fiction book to each other
You are able to compare and contrast using different themes and topics that are the same, but written in different stories or books.
Compare means to find similarities and contrast means to find the differences. In other words, to read different genres and see both.
"Compare and 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."
Types and Purposes
What are the different skills and knowledge I need to write an ARGUMENT, INFORMATIVE/EXPLANATORY, or NARRATIVE piece?
"Write arguments to support claims with clear reasons and relevant evidence."
Be able to write arguments using logic, credibility, and emotion with good evidence.
Introduce claim: Reveal main claim and make it clear to the audience.
Support claim: Use evidence to support your main claim using logos ( logic), ethos ( credibility), and pathos (emotion).
Use words: try to clarify using examples and connections by words.
Establish and maintain: Keep using formal language and style through your report.
Provide conclusion: Have a conclusion with repeats from the text while not fully copying.
"Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content."
Use relevant details that support your claim; Do NOT use opinion!!!
Organize ideas through compare/contrast or cause/effect.
Use transitions to show how ideas and concepts relate.
Establish a professional writing style.
Give a concluding statement that is relevant to the claim and “wraps” everything up.
Use specific and necessary word choice that helps explain the topic better.
Use In-text citations to prove you are credible (credible means trustworthy).
Include proven facts and examples to prove that your claim is correct.
"Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences."
Write narratives to make real or imaginary situations and use information that is related to the topic and have well made event timing.
Inform the reader by giving background info and introducing the character and narrator.
Arrange events in a flowing and logical order.
Use narrative processes such as talking and cutting out close to everything but the
interesting parts to develop character, situations and or events.
Use lots of words to move on with your writing, brief parts of writing to show your arranged events and signal shifts from one moment or placing to another.
Make an ending statement that follows the mentioned past happening or events.
How should I produce
writing in a proficient manner?
The Writing Process
Pre Write = make a brainstorm of what you want to write. Don’t forget to outline!
Draft= make a rough draft that you create from your outline after you create the outline.
revise= Revise your rough draft, adding details that are needed, and get rid of irrelevant details.
edit= make sure to get rid of any grammar, spelling, or any other kind of errors.
publish= once you fix your errors, give your writing to your teacher or a trusted person.
make sure that you spend time on the correcting. Also, peer editing wouldn’t hurt.
make sure you take lots of time on challenging areas!!!!
Clear and Coherent
STANDARD: "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience."
Make sure your writing is
to the audience.
Your writing should include good organization for the task (prompt), purpose (type of writing), and the style should be appropriate to the audience.
This means that no matter the age of the audience, they should be able to understand your writing. Ex: good vocabulary for age and audience, organization, relevant detail, and creative ideas.
STANDARD: "Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources."
To gather important information from sources and articles to come
to a conclusion at the end.
Steps to find relevant information:
Step One: Determine the credibility of each source
Step Two: Quote or paraphrase the research of others into your own words (this step AVOIDS plagiarism)
Step Three: Provide bibliographic information from sources.
Example of Relevant Information:
Topic: Wild animals aren’t pets.
Evidence: They could majorly hurt you.
Example of Irrelevant Information:
Topic: Wild animals aren’t pets.
Irrelevant evidence: Dogs are cute.
STANDARD: "Draw evidence from literary or informational texts to support analysis, reflection, and research."
Taking evidence from literary details or informational text in order to support analysis reflection and research.
Supporting sentences/details that help your main idea or thesis statement.
Can be an
, or researched info.
Wild animals are not good animals to have in your home as a pet.
Evidence: “Human injury often occurs when any animal responds to a perceived threat with instinctive ‘fight or flight behavior’.”- http://www.centerforwildlifeinformation.org/
*Literary: taking evidence from a story that is learned
*Analysis: breaking down information and taking what you want
*Anecdote: a short story
Find and evaluate the argument and specific claims in a text, telling the difference from claims supported by reasons/evidence from claims that aren’t.
How can you tell a properly supported claim from one that isn’t?
How to evaluate arguments well:
Look for rhetoric (logic, credibility, and emotion) and sources.
Are there any fallacies?
"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."
Conventions + Grammar
What skills should I be able to do when it comes to finding/understanding the meaning of WORDS, PHRASES, and FIGURATIVE LANGUAGE?
use context clues to determine what a word means
use common greek and latin prefix and suffixes: ex: audience auditory audible
Use dictionaries glossaries and thesaurus
Define HOW to pronounce and determine EXACT part of speech (POS)
Verify the prefixes and suffixes of the word or phrase (check a dictionary or context clues)
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
look for a comparison* using like or as. Ex: His breath smells like death. Relationship between words: part/whole
look for an implied** comparison. Ex: She had a heart of stone. Relationship between words: cause/effect
look for overstating/exaggeration. Ex: The shot heard ‘round the world. Relationship between words: item/category
look for something that compares a human trait to something non-human. Ex: The wind screamed… Relationship between words: cause/effect
What do I need to know regarding regular EDITING vs. specific grammar conventions like PRONOUNS?
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Pronouns fit into a specific few groups: possessive, subjective, and objective
pronouns that take the place of a subject or a noun. Ex: He ate an orange at dinner, it was very good.
take the place of a direct object, Indirect object, or the object of the preposition.
show ownership over a noun/object. Ex: That is his toy dog.
Intensive and Reflexive pronouns:
Nouns that end in self. Intensive don’t need to end in self they just show exaggeration. Ex: He ate the apple himself. Reflexive needs to be there to make sense. Ex:He need to do his homework by himself.
just don’t exactly make sense. They have no antecedent or just an unclear one.
is a word that shows what type of pronoun it should be. Ex: He likes to eat his cookies.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Review all of the punctuation and spelling while writing.
Use the writing process when writing.
When writing use punctuation (commas, parentheses, dashes) to begin nonrestrictive parts. Like "He saw her, though she was ignoring him, walking down the road."
Citing to Support
Determining Main Idea + Details
Plot Episodes vs. Elaboration of Topic
Word Choice: Meaning/Tone
Impact of Structure
Point of View
Plot diagram different can make it more
exposition, rising action, climax, falling action, and resolution
Could be a few paragraphs to a few pages long
topic sentence supporting details concluding statement
thesis body conclusion
usually like an essay
more emphasis on the
sentences, stanzas, chapters and scenes can affect the entire structure, and influence the plot, setting, or theme.
Evaluating Claims & Support