GRADE SIX

English/Language Arts Standards

 

Reading

 

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

 

Word Recognition

 

1.1  Read aloud narrative and expository text fluently and accurately

with appropriate pacing, intonation, and expression.

Braille Standard

Same as state content standard written as above.

SEACO         

Standard 3 - Understand that printed materials provide information

·        Identify environmental symbols/signs/cues (FPI 3.1)

·        Match symbol/cue to activity or function (FPI 3.2)

·        Follow a list/schedule of activities (FPI 3.3)

Standard 5 - Read one-syllable or high frequency words

·        Identify high frequency/functional words (FPI 5.3)

            Standard 19 - Share information and ideas, speaking audibly in complete,

            coherent sentences

·        Communicate information using a complete sentence, using gestures, actions, voice output device, or vocalizations (FPI 19.5)

CSB Activities

·        Read paragraphs and stories from favorite books. (Academic)

·        Read using a device such as a braille notetaker to send and receive complex messages. (Technology/Braille)

 

Vocabulary and Concept Development

 

1.2  Identify and interpret figurative language and words with multiple meanings.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Students will collect examples of figurative language to be included in their English language journal and notebook for use in their own speaking and writing. (Academic)

·        When students read stories, magazine and newspaper articles, provide discussion and hands-on opportunities for students to understand figurative language concepts such as “bright as the sun” or “skinny as a rail.” (Compensatory/Academic)

·        When students read stories, magazines and newspaper articles, point out words that have similar sounds but different meanings (bored/board, here/hear. (Academic)

·        After reading a story, ask students to identify unfamiliar or newly introduced words and include the vocabulary new to them in a section of their English journal and notebook. (Academic/Compensatory)

·        When teachers read stories, magazine and newspaper articles to students, provide opportunities for students to understand an abstract concept like “bright as the sun” or “skinny as a rail” providing hands-on opportunities for students to understand these concepts. (Compensatory)

·        Use real objects, when appropriate, to demonstrate the difference in meanings (bored/board, whole, hole, etc.). (Compensatory)

 

1.3   Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities 

·        Through reading or listening to stories, students will learn about the use of common phrases from languages other than English such as greetings, foods, typical phrases used in daily life (hasta la vista, shalom, etc.). (Social/DLS)

·        Read words from other languages within grade level texts recognizing  that foreign words are usually written in uncontracted braille form. (Academic/Braille)

·        Students will identify objects, images, products, and symbols of different language groups. (Academic/Compensatory/Social)

·        Through listening to stories, students will learn about the use of common phrases from languages other than English such as greetings, foods, typical phrases used in daily life (hasta la vista, shalom, etc.) (Listening/Speaking)

·        Students will touch, sort, and repeat the names of objects, images, products, and symbols of different language groups. (Compensatory)

 

1.4  Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        When provided with categories of objects, food items, work tasks, student will identify a specific classification or name. (Academic/Compensatory)

·        When student reads or hears an unfamiliar word or direction within a daily routine, student will select from within categories of objects, food items, work tasks to support their learning of new word meanings. (Academic/Compensatory)

·        When students are engaged in community experiences, and are asked to find items, objects, or tasks in a specific location (e.g. produce section of grocery store), they will use context clues to identify the general category. (DLS)

 

1.5 Understand and explain ”shades of meaning” in related words (e.g., softly and quietly.)

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Along with the collection of figurative language samples, students will collect examples of “shades of meaning” and include them in a section of their English language journal and notebook for use as a reference in their own speaking and writing. (Academic)

·        When students read stories, magazines and newspaper articles, point out words that have similar meanings and refer to the use of “shades of meaning” (frail/weak, sturdy/strong). (Academic)

·        Have students describe objects and items in great detail through written or oral experiences. (Compensatory/Speaking)

·        Through journaling (written or orally) have students describe an experience or activity using descriptive language.  Have students write a list of those descriptive words and think of or select from additional words different to use the next time.  Repeat activity incorporating the use of new words and building expression of shades of meaning. (Academic/Compensatory)

·        After exploring an object, students will first describe the object, and later choose from several additional descriptors having similar meanings.  Repeat activity using additional descriptive words. (Academic)

 

2.0 Reading Comprehension (Focus on Informational Materials)

 

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, seven, and eight students continue to make progress toward this goal.

 

The grade-level-appropriate materials must be made available in braille to braille readers in a timely manner.

 

Structural Features of Informational Materials

 

2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

Braille Standard

Same as state content standard written as above.

SEACO

Standard 3 - Understands that printed materials provide information

·        Use printed materials to provide/obtain information (7th) (FPI 3

Standard 10 - Ask and answer questions about essential elements of a text

·        Respond to simple questions about text (7th) (FPI 10.2)

·        Recall events/story (7th) (FPI 10.3)

Standard 12 - Identify the structural features of popular media and use the features to obtain information

·        Use printed material to obtain information on desired item (7th) (FPI 12.2)

·        Use computer search engine to locate desired information (7th) (FPI 12.3)

CSB Activities

·        Students will identify parts of the newspaper (front page, sports section, weather). (Academic/Compensatory)

·        Students will read, or ask to have read, the table of contents of a magazine, index of a newspaper, and/or on-line menu items before selecting an article to read. (Compensatory/Technology/DLS)

·        Students will participate in sending an on-line message (letters to pen pals, messages to parents and friends) (Technology)

·        Students will know where to find the fun parts of the newspaper, such as horoscope, movie listings, and comics. (Social)

·        Students will know how to use the newspaper for TV listings with magnification or audio versions. (Compensatory/VE)

 

2.2 Analyze text that uses the compare-and-contrast and cause and effect organizational patterns.

Braille Standard

Same as state content standard written as above.

SEACO

Standard 11 - Identify the main events of the plot, their causes, and the influences of each event on future events.

·        Sequence story line (7th, 8th) (FPI 11.1)

·        Predict what will happen next when given a short story or social situation (7th, 8th) (FPI 11.2)

·        Determine cause by given effect or effect by given cause (7th 8th) (FP 11.3)

CSB Activities

·        Student will use problem solving strategies such as charting to compare and contrast characters, situations, and environments when reading/listening to stories, articles, poems, or other forms of literature. (Academic/Compensatory)

·        Provide examples of short stories or passages of real experiences where students must compare and contrast outcomes.  (Academic)

·        Students will respond to and discuss cause/effect scenarios from CSB’s Safe and Sound curriculum in making wise personal decisions. (Social)

·        Provide real-life scenarios where students determine the cause and effect of the subjects’ actions as found in the local newspaper or age appropriate magazines. (Social)

 

Comprehension and Analysis of Grade-Level-Appropriate Text

 

2.3 Connect, clarify, and compare main ideas from different texts by identifying their relationships to other sources and related topics.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

 

2.4 Clarify and compare an understanding of texts by creating outlines, logical notes, summaries, or reports.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Have students read a review of a movie from locate newspaper (in print or on-line) and attend the showing of the movie.  Compare their experience of the movie with the writer’s review.  Write his or her own summary of the movie and compare it to the news writer’s review. (Social/R&L)

·        Students demonstrate an increasing level of understanding and use of technology (e.g., computer with adaptive software, braillenote) to access written materials and to produce written samples of work. (Technology/Braille/VE)

·        Students will give a message to an adult from another adult. (Social)

 

2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership), or following directions for completing a mechanical device.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Follow a recipe and procedure for making a snack that involves multiple tasks such as stirring, spreading, toasting, serving and cleaning up. (DLS)

 

Expository Critique  

 

2.6 Determine the accuracy, adequacy, and appropriateness of the evidence for an author’s conclusions.

Braille Standard

Same as state content standard written as above.

SEACO:  N/A

CSB Activity

·        After reading/listening to a narrative and expository writings, students will determine if the author’s conclusions were correct or incorrect by providing evidence through such methods as group discussion, compare and contrast charting. (Academic/Social)

·        Students will list the evidence an author gives to support his topic sentence. (Academic)

·        Students listens to stories/articles that relate to their own experiences, and justify a specific outcome or conclusion. Listening/Speaking)

·        Provide students with situations or scenarios that they may encounter on a daily basis and ask them to justify their actions or reactions.  (Use of CSB’s Safe and Sound Curriculum may be relevant source of scenarios.) (Social)

 

2.7 Make reasonable assertions about a text through accurate, supporting citations.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        When discussing current events or information sought through radio or television broadcasts, students will provide accurate information and disclose their source (e.g. I heard about the forest fire or world cup on the Channel 5 News.) (Academic)

·        Students will tell about a news article or story that has been read to them giving accurate information about the subject and telling where they learned about it (e.g. from a newspaper article in the Argonaut). (Academic)

 

2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        When reading/listening to newspaper or magazine articles, teachers help students understand when a statement is true or false.  (Compensatory)

 

3.0 Literary Response and Analysis

 

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

 

Structural Features of Literature

 

3.1 Identify and explain the forms of fiction and describe the major characteristics of each form (short story, novel, novella, essay), and poetry (ballad, lyric, couplet, epic, elegy, ode, sonnet).

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Students have been exposed to works of children’s poetry and can identify a poem as a different form of literature. (Academic)

·        Students read poetry on tape or in Braille, and participate in recitals of poetry. (Speaking/Braille)

 

Narrative Analysis of Grade-Level-Appropriate Text

 

3.2 Analyze the effect of the qualities of the characters and their motivations within the story line (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

Braille Standard

Same as state content standard written as above.

SEACO

Standard 10 - Ask and answer questions about essential elements of a text.

·        respond to simple questions about text (6th & 7th) (FPI 10.2)

·        recall events/story (6th-8th) (FPI 10.3)

CSB Activities

 

3.3 Analyze the influence of setting on the problem or plot and its resolution.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

 

3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

 

3.5 Identify the speaker and recognize the difference between first- and third person narration (e.g., autobiography compared with biography) as well as reoccurring themes like good and evil.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        When asked who is telling the story, students can identify the speaker of the story or poem. (Academic)

 

3.6 Identify and analyze features of themes and story line conveyed through characters, actions, and images.

Braille Standard

Same as state content standard written as above.

SEACO

Standard 11 - Identify the main events of the plot, their causes, and the influence of each event on future events.

·        sequence story line (FPI 11.1, 6th)

·        predict what will happen next when given a short story or social situation (FPI 11.2, 7th)

·        determine cause by given effect, or determine effect by given cause (FPI 11.3, 8th)

CSB Activities

·        Discuss feelings portrayed by characters in a story, play, or article, and relate those feelings to their own experiences. (Social)

·        Provide opportunities for students to read/listen to stories, plays, poems, and newspaper or magazine articles where the character’s role portrays a theme that is meaningful to the students (e.g. strong and independent, nurturing, ambitious) (Compensatory/Social)

·        After reading a story to students and discussing its themes, ask students to imagine their responses to certain actions or situations if they were one of the characters in the story. (Social)

·        Students demonstrate the ability to relate to an element of the story or to one of the characters. (Social)

·        Students can answer “why questions” about the characters’ actions. (Compensatory/Social)

 

3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfiction texts.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        After students read or listen to a story or play, define and provide examples of symbolism. Have students generate examples of symbolism in other stories, plays, or poems they have read. (Academic)

·        Define and explain imagery to students by having them listen to stories or poems where the author provides detailed descriptions of settings, characters, or actions. Have students create their own story or poem where they use imagery to explain a concept. (Academic/Compensatory)

·        Define and explain the concept of a metaphor in literature. Have students generate their own metaphors to share with one another. (Academic/Social)

·        Students identify whether a story is “true” or a work of fiction; students readily identify newspapers and other news sources as reporting real events. (Academic/Compensatory)

 

Literary Criticism

 

3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Have students read/listen to a variety of stories, newspaper articles, or magazine articles that relate to students’ interests or everyday experiences. Assist students by using problem-solving strategies to determine if the literature is fact or fantasy, fiction or non-fiction. (Academic)

·        Provide opportunities for students to become familiar with historical events through the use of literature (e.g. The 4th of July is the celebration of the U.S. Independence Day). Discuss with students that some pieces of literature provide information, and some literature is based on true information. (Academic)

·        Have students read or listen to literature that has a fantasy theme like fairy tales or "Harry Potter". Compare these stories to literature that is factual and relates to real events. (Academic/Social/R&L)

·        Share plays or musicals that portray real events like "1776". (R&L/Academic)

·        Students identify “fantasy” and “reality”, and understand that history involves real people, while fiction portrays characters created by an author.  (e.g., Harry Potter v. George Bush) (Compensatory)

 

Writing

 

1.0 Writing Strategies

 

Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

 

Organization and Focus

 

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

Braille Standard

Same as state content standard written as above.

SEACO

Standard 13 - Locate information by using a variety of consumer, workplace, and public documents.

·        compile shopping list from recipe (FPI 13.2, 6th)

·        choose preferred activities using public documents (13.3, 7th)

·        make own public transport plan (FPI 13.4, 8th)

CSB Activities

·        Students will write/dictate a personal letter or thank you note. (Compensatory/Social)

·        Students will write/dictate their own poetry independently or with prompts that reflect their personal experiences through writing/dictation. (Compensatory/Social)

·        Students can state and communicate (e.g., an identity card) their personal information. (Compensatory/Social)

·        Students can express an opinion on a topic. (Social)

·        Students can communicate standard forms of social courtesy (e.g., how are you? Thank you.  Please, etc.) (Compensatory/Social)

 

1.2 Create multiple-paragraph expository compositions that demonstrate transitions from one paragraph to another:

 

            a. Engage the interest of the reader and state a clear purpose.

 

b. Develop the topic or thesis with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.

 

c. Conclude with a detailed summary linked to the purpose of the composition.

 

Braille Standard

Same as ELA Standard as written: Students must be competent in the use of literary braille for writing and use braille tools (braille writer & slate & stylus)

SEACO: N/A

CSB Activities

·        As a group, provide students with familiar topics generated from their experiences to begin the writing process. Use what, where, when, and who questions to gather ideas for writing. (Academic/Social)

·        Have students name and generate a list of words that describe the characters. (Academic)

·        Have students as a group dictate and/or write a paragraph about a personal experience, an activity or field trip, or a summary of a story read. (Academic/Social)

·        Have students as a group write or dictate a three paragraph essay about a personal experience, an activity or field trip, or a summary of a story read. (Academic/Social)

·        Students participate in group discussions of daily school occurrences, news items, newspaper stories and online information. (Social/Compensatory)

·        Students express their personal opinions, demonstrating respect for the opinions of others. (Social)

·        Students describe their views and opinions on the characteristics of people in the news. (Social)

 

1.3 Use a variety of effective and coherent organizational patterns,

including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

Braille Standard

Same as ELA Standard as written: Students must be competent in the use of literary braille for writing and use braille tools (braille writer & slate & stylus)

SEACO:  N/A

CSB Activities

·        After reading/listening to a story, newspaper, or magazine article, ask students to order the events of the content. (Academic/Compensatory)

·        After reading/listening to a story or newspaper or magazine article, have the students categorize the things they liked about the story/article and the things they did not like about the story/article. (Social)

·        After reading/listening to a story or newspaper or magazine article, have the students describe the most exciting part of the story or article. (Social)

·        Students make shopping list by arranging items by category. (DLS)

·        Students arrange daily activities in a schedule by chronological order. (DLS)

 

Research and Technology

 

1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

Braille Standard

a. Design and publish print and braille documents, using appropriate    adaptive computer technology to navigate the Internet and computer networks to access bulletin boards and databases.

 

            b. Effectively use keyword searches, log-ins, log-outs, and e-mail

            addresses.

 

c. Demonstrate ability to upload and download computer files from a computer and the Internet, using adaptive computer technology, electronic notetakers, and portable electronic storage devices.

 

SEACO

Standard 12 –Identify the structural features of popular media and use the features to obtain information

·        use computer search engine to locate desired information (FPI 12.3, 6th)

Standard 16 – Demonstrate basic keyboarding skills and familiarity with computer terminology.

·        utilize keyboard/device to access software (FPI 16.4, 6th)

·        utilize keyboard/device for writing function (FPI 16.5, 6th)

CSB Activities

·        Provide experiences for students to use the Internet for finding specific information by keywords, downloading music, and sending e-mail messages to friends and family. (Technology/R&L/Social)

·        Provide experiences for students to use screen readers and embossers to access and print information from the Internet. (Technology/VE/Braille)

·        Students participate in instruction leading to independent use of technology, and use the technology learned on a daily basis. Technology/DLS)

 

1.5 Compose documents with appropriate formatting by using word processing and computer navigation skills, arid-principles of design (e.g., margins, tabs, spacing, columns, page orientation), and appropriate specialized hardware and software.

Braille Standard

Compose documents with appropriate formatting by using word processing and computer navigation skills, arid-principles of design (e.g., margins, tabs, spacing, columns, page orientation), and appropriate specialized hardware and software.

a. Demonstrate ability to use a scanner, electronic text, and braille translation software to produce print and braille documents for others.

SEACO: N/A

CSB Activities

·        Provide opportunities for students to write a paragraph, short story, letter, or note by using a screen reader. (Technology/Academic)

Provide opportunities for students to use e-text to read/listen to a specific story. (Technology/Academic)

Structural Features of Informational Materials

 

 2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.

Braille Standard

Same as state standard as written above

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information.

·        identify the location of desired information within a popular media source (FPI 12.1)

·        use printed material to obtain information on desired item (FPI 12.2)

·        use computer search engine to locate desired information (FPI 12.3)

Standard 13 - Locate information by using a variety of consumer, workplace, and public documents.

·        choose preferred activities using public documents (FPI 13.3)

CSB Activities

·        Help students read and complete application forms for transit cards, DMV identification cards, work permits, and employment opportunities in the community. (DLS/Vocational)

·        Help students read and complete registration forms to attend community college classes, participate in consumer organization meetings, or participate in school clubs or organizations. (Vocational/Social/R&L)

·        Help students to compile and complete a personal data sheet and a resume. (Vocational/Social)

·        Use computer search engines with assistive technology to research a job. (Technology/Vocational)

 

·         

·        Provide opportunities for students to format a paragraph, short story, or essay using the formatting functions on a computer (centering a title, indenting, use of bold, italics, and underlining). (Technology/Academic)

·        Students write resume using assistive technology. (Technology/Vocational)

·        Students demonstrate keyboarding skills, including keyboard commands for Windows. (Technology)

 

Evaluation and Revision

 

1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

Braille Standard

Revise writing to improve the organization and consistency of ideas within and between paragraphs.

SEACO: N/A

CSB Activities

·        When reading an essay, story, or article, show students how the facts are organized in sequence. (Academic)

·        When students are engaged in writing a paragraph, essay, or story, work individually with students to show the sequence of ideas and thoughts. (Compensatory)

·        Teach students to use the spell check function on the computer using screen reader software or using a braille notetaking device. (Technology)

·        Students revise an invitation to a guest speaker as a group. (Social/Academic)

·        Students revise a flyer for a fundraising event at CSB. (Social/Academic)

 

2.0 Writing Applications (Genres and Their Characteristics)

 

Students write narrative, expository, persuasive, and descriptive texts of at least

500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

 

Using the writing strategies of grade six outlined in Writing Standard 1.0, students:

 

2.1 Write narratives:

 

a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.

 

b. Include sensory details and concrete language to develop plot and character.

 

            c. Use a range of narrative devices (e.g., dialogue, suspense).

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Dictate a paragraph sequencing ideas with a beginning, middle, and end.  (Academic)

·        Write a paragraph with a model by sequencing ideas, with a beginning, middle, and end. (Academic)

·        Write a paragraph independently with a topic sentence, details, and a concluding sentence. (Academic)

·        Demonstrate the ability to state, in correct sequence, information heard or read by the student. (Academic)

 

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

 

            a. State the thesis or purpose.

 

            b. Explain the situation.

 

c. Follow an organizational pattern appropriate to the type of         composition.

 

d. Offer persuasive evidence to validate arguments and conclusions as needed.                                                                                          

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        If students are unable to write a narrative, have them dictate ideas to an adult. Have the student expand on facts generated from activities where students listed ideas, categories, or descriptive information. (Compensatory)

·        After reading/listening to a story, play, or article, have the student persuade others through writing or dictation that the literature has merit. (Compensatory/Social)

·        Have students list by writing/dictation the purpose of the story, play, or news article. (Academic)

·        Have students create an outline of main ideas from the story, play, or article to assist with organization of thoughts. (Academic)

·        Students demonstrate the ability to discuss personal activities in correct sequence in classroom discussion (e.g., what happened last night, what I did last weekend.) (Compensatory/Social)

 

2.3 Write research reports:

 

a. Pose relevant questions with a scope narrow enough to be thoroughly covered.

 

b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).

 

c. Include a summary and a bibliography.

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Within the context of career or daily living skills activities, have student select a topic of interest to research. Discuss with students where information could be found (e.g. encyclopedia, books, newspaper and magazine articles). (DLS/Vocational)

·        Have students write/dictates information found on a specific topic of interest. This activity can be done individually or with a group facilitated by the teacher. (Compensatory/Academic)

·        Individually or in a group, have students find specific information about a specific topic of interest using the Internet or by using a specific search engine. (Academic/Technology)

·        Have students summarize their thoughts and ideas and draw their own conclusions. (Academics/Social)

·        Help students understand the difference between quoted and paraphrased information by providing examples from texts, news and magazine articles. (Academic)

·        Have students share favorite quotes cited from an important person or hero. (Academic/Social)

·        Have students cite references either in writing or through dictation. (Academic/Compensatory)

·        Students have a system for recording important information, such as travel directions, medication information, making and keeping appointments. (O&M/DLS)

 

2.4 Write responses to literature:

 

a. Develop an interpretation exhibiting careful reading, understanding, and insight.

 

b. Organize the interpretation around several clear ideas, premises, or images.

 

c. Develop and justify the interpretation through sustained use of examples and textual evidence.

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        After reading/listening to a story, play, or news article, have students relate a personal experience or event as a way of interpreting the ideas related in the text. (Compensatory/Social)

·        Students can recite important information they have gathered, and demonstrate the ability to use or implement the information. (Speaking/Compensatory)

 

2.5 Write persuasive compositions:

 

            a. State a clear position on a proposition or proposal.

 

            b. Support the position with organized and relevant evidence.

 

            c. Anticipate and address reader concerns and counterarguments.

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Have students read/listen to factual texts, or newspaper and magazine articles that reflect the interests of the students or current events. Have each student write/dictate a position taken on a specific topic. (Academic)

·        Have students list ideas and themes that justify their position. (Academic)

·        Have students write/dictate a persuasive paragraph/essay to an administrator at school that promotes a certain point of view or position. (Academic)

·        Students begin to independently research information for their personal use; e.g. obtaining information on restaurants, movies, etc. before attending. (R&L)

 

2.6 Write documents related to career development, including simple business letters and job applications:

 

a.   Present information purposefully and succinctly and meet the needs of the intended audience. (8th)

 

b.     Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum).

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Have students write/dictate their personal information (e.g. name, address, social security number, mother's maiden name) (Compensatory/Social)

·        Have students complete by writing/dictating/keyboarding the information in a job application. (Compensatory/Vocational)

·        Have students write a letter of inquiry about a specific job. (Vocational)

·        Students have a method for recording and communicating important personal information. (Social/Compensatory)

·        Students role play interviews, ask about job duties, and have social skills adequate to making a good impression. (Vocational/Social)

 

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

 

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

 

Sentence Structure

 

1.1  Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        When students are writing or dictating a narrative describe the types of sentences used, and encourage students to write/dictate complete thoughts. (Academic)

·        In a group writing process, have students provide simple sentences and compound sentences that create a narrative. (Social/Compensatory)

·        Student has developed a means of communication that is both expressive and receptive. (Compensatory)

 

Grammar

 

1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; and ensure that verbs agree with compound subjects, and ensure that all parts of speech are used    

Braille Standard

Same as state content standard written as above.

SEACO

Standard 16 - Demonstrate basic keyboarding skills and familiarity with computer terminology.

·        utilize keyboard/device for writing functions (FPI 16.5, 6th)

CSB Activities

·        When students write/dictate information for a story or report related to their own experiences, discuss and demonstrate the appropriate use of noun/verb agreement. (Academic)

·        Have students write/dictate sentences using correct noun/verb agreement, and correct tense. (Academic)

·        Develop a game where students have to match nouns to the appropriate verb, pronouns to appropriate pronouns, tenses to appropriate nouns and verbs. (Social/Academic)

·        Have students write/dictate sentences/paragraphs using a computer and adapted software. Make students aware of the grammar check function. (Academic/Technology)

 

Punctuation

1.3  Use colons after the salutation in business letters, semicolons to connect independent clauses, hyphens and dashes, and commas when linking two clauses with a conjunction in compound sentences.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Have students write/dictate personal or business letters using colons, semicolons, and comas when needed. (Academic/Vocational)

·        When students write/dictate a story, report, or poems, discuss the use of colons, semicolons, and comas. Discuss with students how hyphens and dashes are used in writing. Have students develop sentences using these punctuation marks. (Academic)

·        When writing sentences, letters, or stories, have students use appropriate punctuation at the end of sentences. Have students review when a period, question mark, or exclamation point are used in written work. (Academic)

 

Capitalization

1.4 Use correct capitalization.

Braille Standard

Same as state content standard written as above.

SEACO:

Standard 7 - Recognize common abbreviations.

·        Identify titles of people (FPI 7.4, 6th)

CSB Activities

·        Have students play a game where they have to identify which nouns should be capitalized (names, titles, holidays) (Social/Academic)

·        When students write/dictate a story, a news article, or a poem have determine when capitalization should be used in writing (beginning of sentences, titles of books, names and titles of people) (Academic)

·        Assist students to proofread their writing/dictation to determine if proper capitalization is being used. (Academic)

·        Students use correct capitalization of their name and personal information. (Academic/Compensatory)

·        Students use correct capitalization for days of the week and months of the year. (Academic)

 

Spelling

 

1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Develop an individual dictionary for each student with frequently used words. (Compensatory)

·        Demonstrate to students the use of a print/braille/auditory dictionary to find the correct spelling of unfamiliar words. (Compensatory/Techology)

·        With student input, create a word wall in the classroom with words that are frequently misspelled. (Academic/Social)

·        Student’s primary reading modality has been identified, and the correct media is used with the individual student for spelling of commonly used and needed words (e.g., name, address, etc.) (Compensatory)

 

Listening and Speaking

 

1.0 Listening and Speaking Strategies

 

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

 

Comprehension

 

1.1 Relate the speaker’s verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture), and level of persuasion.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Discuss and model non-verbal cues and gestures individuals use when communicating with one another. Have students practice gestures and cues. (Social)

·        After listening to a story or play, have the students describe the feelings of the characters. Have the students relate the characters’ feelings to themselves and their experiences. (Social)

·        After listening to a presentation by a speaker, ask questions to determine the speaker's point of view or feelings about the topic. (Social)

·        Have students ask questions to persuade the speaker to change his tone or feelings. (Speaking/Social)

·        Students are comfortable speaking in class, and are able to state their personal information, recite relevant information regarding their own lives, and have social skills adequate to group and personal interactions. (Speaking/Social)

 

1.2  Identify the tone, mood, purpose and emotion conveyed in the oral communication.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Through the use of typical student scenarios, ask students to describe the feelings communicated. Have the students act out specific feelings. (Social)

·        Have students role play specific experiences they have encountered at school and in the community. Video or audio tape their role plays. Have students determine what emotions were portrayed in each scenario. (Social/DLS)

·        After listening to a presentation by a speaker, have students determine the speaker's purpose in presenting information. (Listening/Compensatory)

·        Students identify common feelings and responses, and are able to role play such feelings. (Social)

·        Students can participate in “what if” conversations, and demonstrate a variety of appropriate responses in different situations. (Social)

 

1.3 Restate and execute multiple-step oral instructions and directions.

Braille Standard

Same as state content standard written as above.

SEACO:

Standard 23 - Recount experiences in a logical sequence.

·        recount events of past experience in logical, sequential order (FPI 23.4, 6th)

CSB Activities

·        Using familiar experiences that the student has encountered, have her recall the steps involved in performing a specific task (e.g. following a recipe, making a bed, performing a job task). (DLS/Social)

·        During a living skills activity, (e.g. cooking or laundry), have students listen to a sequence of directions for completing a recipe or washing clothes. Then have each student restate each step in the cooking or laundry process. (DLS)

·        After an O&M specialist has reviewed the steps for a route, have the student restate each step in the route sequence. (O&M)

 

Organization and Delivery of Oral Communication

1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.

Braille Standard

Same as state content standard written as above.

SEACO:

Standard 24 - Apply appropriate interviewing techniques

·        maintain topic in conversation appropriate for situation (FPI 24.3, 6th)

·        identify and relate work experience/skill relevant to job (FPI 24.4, 6th)

·        ask relevant questions during interview (FPI 24.5)

CSB Activities

·        Have individual students select an event, a holiday, a favorite toy or game to share with fellow students through oral communication. Help students develop a beginning, middle, and end to the presentation. (Speaking/Social)

·        Through drama activities, have the students act out scenes from a play or familiar event or experience using appropriate voice tone, modulation, and emotion. (Social)

·        Have students practice engaging in a job interview. Audio or video tape students, and discuss student's focus, organization, clarity or verbal skllls, tone and modulation. (Vocational)

 

1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.

Braille Standard

Same as state content standard written as above.

SEACO

Standard 19- Share information and ideas, speaking audibly in complete , coherent sentences.

·        communicate information using a complete sentence (FPI 19.5, 6th)

·        using gestures, action, voice output device, or vocalizations

Standard 20 - Describe persons, places, things, locations, and actions.

·        share descriptive information about location and actions (FPI 20.5, 6th)

CSB Activities

·        Provide opportunities for students to engage in an oral presentation about an experience they have encountered, a topic of interest they have researched, or a book they have read. (Compensatory/Social)

·        Model for students ways in which they can alert their listeners to the beginning, middle, and end of the presentation. (Academic)

 

1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Through the use of current events or experiences encountered by students, assist them in establishing an opinion about events or situations encountered in their lives. (Social/Compensatory)

·        Encourage students to problem solve solutions by seeking evidence from news reports, Internet search, or by obtaining information from books and additional resources (encyclopedias). (Academic)

·        Provide students with opportunities to work as a group to present a topic of interest by using photographs, power point, tangible objects. (Social/Technology)

 

1.7  Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

Braille Standard

Same as state content standard written as above.

SEACO:

Standard 21 - Stay on topic while speaking

·        participate in communicative dialogue with persons or groups on specific topics (FPI 21.3, 6th)

CSB Activities

·        Provide opportunities for students to make short formal presentations in class by using photographs or tangible objects to assist in their presentation. (Speaking/Compensatory)

·        Video or audio tape students’ presentations. Allow each student to view/listen to his/her presentation. Encourage students to evaluation their performance. Closely guide students in the evaluation process. (Listening/Compensatory)

 

Analysis and Evaluation of Oral and Media Communications

 

1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        After listening to a story, a news broadcast, or presentation, discuss with students how the speaker keeps the listener's interest. (Compensatory/Speaking)

·        Explain to students how presenters may use onomatopoeia (provide an example) in a presentation. Ask students to make a small presentation using these strategies. (Speaking/Compensatory)

 

1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.

Braille standard

Same as state content standard written as above.

SEACO; N/A

CSB Activities

·        After listening to a news broadcast, have students point out ways the speaker uses persuasion and propaganda to get the point across to the listener. (Listening/Speaking)

·        Have students listen to commercials, and discuss what methods television and radio use to make the sale. (Listening/Speaking)

·        After listening to a news broadcast or commercial, have students discuss the ways in which the information may have been misleading or fictitious. (Compensatory)

 

2.0 Speaking Applications (Genres and Their Characteristics)

 

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking

 

Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:

 

2.1 Deliver narrative presentations:

 

            a. Establish a context, plot, and point of view.

 

b. Include sensory details and concrete language to develop the plot and character.

 

            c. Use a range of narrative devices (e.g., dialogue, tension, or      suspense).

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

 

2.2 Deliver informative presentations:

 

a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.

 

b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Students will seek information about a chosen topic and give a formal presentation. The topics should reflect students’ experiences. (Academic/Social)

·        Provide opportunities for students to present information about on and off campus jobs, use of public transportation, and provide directions from getting from one environment to another. Students can write/dictate this information, and present it to others in a more formal presentation. (O&M)

·        After researching information about a famous person or hero, students will outline main ideas, and make a formal presentation. (Academic)

 

2.3  Deliver oral responses to literature:

 

a. Develop an interpretation exhibiting careful reading, understanding, and insight.

 

b. Organize the selected interpretation around several clear ideas, premises, or images.

 

c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        In a guided group process, students will read/listen to a variety of stories and plays, and present examples and illustrations that relate to their own lives. (Compensatory/Social)

·        In a guided group discussion, students will read/listen to biographical information about famous people or heroes, and relate the experiences of the characters and plot to their own lives. (Compensatory/Social)

 

2.4 Deliver persuasive presentations:

 

            a.   Provide a clear statement of the position.

 

            b. Include relevant evidence.

 

            c. Offer a logical sequence of information.

 

d. Engage the listener and foster acceptance of the proposition or proposal.

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Students will be provided with scenarios they have encountered through hands-on experiences (e.g. food in the dining hall should change). They will be asked to persuade others in the class regarding a specific position in a formal presentation. (DLS/Speaking)

·        Provide topics for class discussions that allow students to establish an opinion and convince classmates of their position. (Social/Speaking)

·        After a discussion about current events, ask students to take a position about a specific news item. Have students prepare a short presentation to persuade others to take the same position. (Social/Speaking)

·        Students can clearly present their own opinions and experiences, and relate how personal experience influences their opinions. (Social/Compensatory)

 

2.5    Deliver presentations on problems, solutions, and pertinent research:

 

a. Theorize or develop a thesis on the causes and effects of each problem and establish connections between the defined problem and at least one solution.

 

b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

 

Braille Standard

Same as state content standard written as above.

SEACO: N/A

CSB Activities

·        Provide opportunities for students to make class presentations on problems or issues they have encountered. Ask students to problem-solve solutions to their issue or problem (e.g. student is unable to obtain a driver's license). (O&M/Social)

·        Provide specific problems that are typical of the students in class. Through class discussion, select students to present alternative solutions to the stated problem. (Compensatory/Social)

·        Have students present on a topic they have researched using books, tapes, reference materials, and online search engines. Have students present stating the problem or issue, and the solution. (Speaking/Technology/Compensatory)

 

 

ACSA Selected Standards for Grade Six

Reading

Word Analysis, Fluency, Voc. Dev.

Vocabulary and Concept Development

            6.1.2

            6.1.4

            6.1.5

Reading Comprehension                            

            6.2.1

            6.2.2

            6.2.3

            6.2.4

            6.2.5

            6.2.6  

Literary Response and Analysis

            6.3.2

            6.3.5

Writing

Writing Strategies

            6.1.1

            6.1.2

Research and Technology

            6.14

            6.1.5

Evaluation and Revision

            6.1.6

Writing Applications

            6.2.2

            6.2.3

Written and Oral English language Conventions

Sentence Structure  

            6.1.1

Grammar

            6.1.2  

Capitalization

            6.1.4

Spelling

            6.1.5