Grade 6 ela cst standards draft june 2010

DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department

Grade 6 English Language Arts

Suppl.
CST Themes CST’09
Assess.
CALIFORNIA CONTENT STANDARDS: READING # of Rel. Form A
1 2 3 4 5 6
Items Quest. Quest.

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 13
context clues, to determine the meaning of
specialized vocabulary and to understand the
precise meaning of grade-level-appropriate words.

1.1 Word Recognition: read aloud narrative and S1
I1 I1 I2 I3
expository text fluently and accurately, and with NA* S2 S2 NA*
I4 Rate Skim
appropriate pacing, intonation, and expression L1
1.2 Vocabulary and Concept Development: identify and 5, 39,
S1
S3 *S1 *S2 43, 57,
interpret figurative language and words with multiple 5 RT1 1–6
L3 mm mm 58, 59,
meanings (mm) FO 62
1.3 Vocabulary and Concept Development: recognize
32, 49,
the origins and meanings of frequently used foreign
2 53, 54. 7 – 10
words in English and use these words accurately in S1,3 S1,2,3 56
speaking and writing
1.4 Vocabulary and Concept Development: monitor
SAll RT1
expository text for unknown words or words with novel 12, 45, 11 – 13
3 I2 S All 47
meanings by using word, sentence, and paragraph
FO
clues to determine meaning
1.5 Vocabulary and Concept Development: understand S4 14 – 16
25, 48,
and explain “shades of meaning” in related words (e.g., 3 FO RWW S2 55, 60,
softly and quietly) 61

*R1.6: There are not very many lessons directly
* Not assessable in multiple-choice format instructing multiple meaning words. Find multiple 1
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10 meaning words in the selection vocabulary and use CST
format for R1.6 when instructing this standard.



Suppl.
CST Themes CST’09
Assess.
1 2 3 4 5 6
Items Quest. Quest.
2.0 READING COMPREHENSION (FOCUS ON
INFORMATIONAL MATERIALS): Students read and
understand grade-level-appropriate material. They
describe and connect the essential ideas, 17
arguments, and perspectives of the text by using
their knowledge of text structure, organization, and
purpose.

2.1 Structural Features of Informational Materials: S1,2
S1 S1 in
identify the structural features of popular media (e.g., L1,3
2 I1 L2,4 I2,3 L/S/V 31, 52 1–4
newspapers, magazines, online information) and use
L1
the features to obtain information I1

2.2 Structural Features of Informational Materials:
1 S2,3
analyze text that uses the compare-and-contrast S1,2 RT3 35 5–7
RT3
organizational pattern
2.3 Comprehension and Analysis of Grade-Level- S1,2 S2,3 7 – 9,
Appropriate Text: connect and clarify main ideas by L1,2 L1,3,4 17, 19,
4 S3 L3
26, 42,
8 – 10
identifying their relationships to other sources and S1,2 I1 I3 L3
related topics 50
S All
2.4 Comprehension and Analysis of Grade-Level- S2,3 S3
RT1 I1,3 S1 S1,3,4
Appropriate Text: clarify an understanding of texts by 1 I3 RT1,2, 11, 44 11 – 13
I2,4 I2
creating outlines, logical notes, summaries, or reports 3
2.5 Comprehension and Analysis of Grade-Level-
Appropriate Text: follow multiple-step instructions for
I1 22, 23,
preparing applications (e.g., for a public library card, 2
36, 37
14 – 16
L1
bank savings account, sports club, league
membership)

* Not assessable in multiple-choice format 2
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10



Suppl.
CST Themes CST’09
Assess.
1 2 3 4 5 6
Items Quest. Quest.
S2,3
2.6 Expository Critique: determine the adequacy and RT 1,4
S2 S1
appropriateness of the evidence for an author’s 2 + 6, 33 17 – 19
+ +
conclusions +QAR= AM

S 2,3 S All
2.7 Expository Critique: make reasonable assertions S All
S1,2 RT 1 RT 2 S2,3 S1,2,4 20, 21,
about a text through accurate, supporting citations 2 L 1,2 34, 51
20 – 22
+ + RT 3
+ QAR= TS RWW +

S1
2.8 Expository Critique: note instances of unsupported S1 S1 I4 10, 24,
RT 1 S1 27, 38,
inferences, fallacious reasoning, persuasion, and 3 S1 (bias) (propa) (bias) 40, 41,
23 – 25
(propa) RT 3
propaganda in text RT 4 RT 1 46

3.0 LITERARY RESPONSE AND ANALYSIS: Students
read and respond to historically or culturally
significant works of literature that reflect and
12
enhance their studies of history and social
science. They clarify the ideas and connect them
to other literary works.
3.1 Structural Features of Literature: identify the forms
S1
of fiction and describe the major characteristics of each 1 RT1 FO RT3 30 1–3
RT1
form
3.2 Narrative Analysis of Grade-Level-Appropriate
S 2,4
Text: analyze the effect of the qualities of the S-1,2
2 S-1,2 RT 3 4–6
character (e.g., courage or cowardice, ambition or RT3
laziness) on the plot and the resolution of the conflict



Suppl.
CST Themes CST’09
Assess.
1 2 3 4 5 6
Items Quest. Quest.
RT 1,3
Text: analyze the influence of setting on the problem 1 RT1 7–9
and its resolution
Text: define how tone or meaning is conveyed in
4, 13,
poetry through word choice, figurative language, 3 FO S2 L3 14, 15
10 – 12
sentence structure, line length, punctuation, rhythm,
repetition, and rhyme
Text: identify the speaker and recognize the difference S4 S1
1 S2 RT1 S1 1 13 – 15
between first-and third–person narration (e.g., RT4 RT1
autobiography compared with biography)
3.6 Narrative Analysis of Grade-Level-Appropriate S1
Text: identify and analyze features of themes 1 FO FO FO RT 1,3 3 16 – 18
conveyed through characters, actions, and images FO
Text: explain the effects of common literary devices 2, 16,
2 FO S2 S3 29
19 – 21
(e.g., symbolism, imagery, metaphor) in a variety of
fictional and nonfictional texts
3.8 Literary Criticism: critique the credibility of
characterization and the degree to which a plot is
1 RT4 S1 18, 28 22 – 23
contrived or realistic (e.g., compare use of fact and
fantasy in historical fiction)

FO= Focus On S= Selection
Theme 1=Poetry Theme 4= Myths RT= Revisiting the Text
Theme 2=Plays Theme 5= Speeches
+ = QAR Strategies (using side margin questions)
L= Link
I= Informational Study Skills
* Not assessable in multiple-choice format RWW= Reading Writing Workshop 4
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10 F= Focus On



Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING Form A
# of Items 1 2 3 4 5 6 Rel. Quest.
Quest.
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE
CONVENTIONS: Students write and speak
16
with a command of standard English
conventions appropriate to this grade level.
1.1 Sentence Structure: use simple, compound,
and compound-complex sentences; use S2,3 77, 89, 98,
4 S 1,2,3 S1 S1,2 112, 113
1–4
effective coordination and subordination of RWW
ideas to express complete thoughts
1.2 Grammar: identify and properly use indefinite
pronouns and present perfect, past perfect, S 2,3 83, 99,
3 S 1,4 S All 114
5–7
and future perfect verb tenses; ensure that
verbs agree with compound subjects
1.3 Punctuation: use colons after the salutation
in business letters, semi-colons to connect S4 S4 68, 74, 97.
independent clauses, and commas when 3 S 2,3 (business 111
8 – 10
linking two clauses with a conjunction in ltr)

compound sentences
RW S4 70, 73, 84,
1.4 Capitalization: use correct capitalization 2 S 2,4 RWW
W
RWW
RWW 88, 104
11 – 13

S
1.5 Spelling: spell frequently misspelled words S All 67, 69, 72,
All S All
4 RWW RWW RWW 93, 96, 14 – 16
correctly (e.g., their, they’re, there) RW RWW
102, 106
W

S= Selection
FO= Focus On
Theme 2=Plays Theme 5= Speeches + = QAR Strategies (using side margin questions)
* Not assessable in multiple-choice format L= Link 5
RWW= Reading Writing Workshop
F= Focus On



Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING Rel. Form A
# of Items 1 2 3 4 5 6
Quest. Quest.
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 17
evidence, and conclusions. Students progress
through the stages of the writing process as
needed.
1.1 Organization and Focus: choose the form of writing 63, 66,
RWW RWW
(e.g., personal letter, letter to the editor, review, poem, 2 S3 80, 81,
report, narrative) that best suits the intended purpose S2 S2 105
1.2 Organization and Focus: create multiple-paragraph RWW RWW
expository compositions
S1 S3
S1,2
1) engage the interest of the reader and state a clear
NA* S1 S3 NA* NA*
purpose
65, 71,
2) develop the topic with supportive details and precise
76, 82,
verbs, nouns, and adjectives to paint a visual image in 3 S1 S2 S3 90, 107,
the mind of the reader
108
S2
3) conclude with a detailed summary linked to the 79, 85,
purpose of composition
2 S1 RWW S1,2 S3 100
1.3 Organization and Focus: use a variety of effective and
coherent organizational patterns, including comparison L1
RWW RWW RWW RWW
and contrast; organization by categories; and 1 95
arrangement of spatial order, order of importance, or S3
I1
climactic order
1.4 Research and Technology: use organizational
RWW
features of electronic text (e.g., bulletin boards, RWW 64, 75,
2 I 1,2,4 1–3
databases, keyword searches, e-mail addresses) to 101, 110
locate information I2




1.5 Research and Technology: compose documents with
appropriate formatting by using word-processing skills RWW
NA* I2 NA* NA*
and principles of design (e.g., margins, tabs, spacing,
columns, page orientation)
78, 86,
1.6 Evaluation and Revision: revise writing to improve
RWW RWW RWW RWW 87, 91,
organization and consistency of ideas within and 7 S3 92, 94,
between paragraphs
103, 109
TOTALS 75

FO= Focus On S= Selection
Theme 2=Plays Theme 5= Speeches
L= Link
RWW= Reading Writing Workshop
F= Focus On




Suppl.
CST Themes CST
Assess.
# of Items 1 2 3 4 5 6
Quest. Quest.
2.0 WRITING APPLICATIONS (GENRES AND
THEIR CHARACTERISTICS) Students write
narrative, expository, persuasive, and
descriptive texts of at least 500 to 700 words NA NA
NA
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.
2.1 Using the writing strategies of grade six
outlined in Writing Standard 1.0, students: NA NA NA
Write narratives:
a. Establish and develop a plot and setting and
present a point of view that is appropriate to the NA S2 NA NA
stories.
b. Include sensory details and concrete RWW
language to develop plot and character. NA FO NA NA
S3
c. Use a range of narrative devices (e.g.,
NA FO RT2 NA NA
dialogue, suspense).
outlined in Writing Standard 1.0, students:
RWW S4
Write expository compositions (e.g., description, NA RWW S1,3 RWW NA NA
S1 RWW
explanation, comparison and contrast, problem
and solution):
a. State the thesis or purpose. S4
NA S4 S1,3 RWW NA NA
RWW
b. Explain the situation. S4
RWW




Suppl.
CST Themes CST
Assess.
# of Items 1 2 3 4 5 6
Quest. Quest.
c. Follow an organizational pattern appropriate to S4
the type of composition. RWW
d. Offer persuasive evidence to validate
NA S4 S1,3 RWW RWW NA NA
arguments and conclusions as needed.
outlined in Writing Standard 1.0, students: NA NA NA
Write research reports:
a. Pose relevant questions with a scope narrow
NA RWW NA NA
enough to be thoroughly covered.
b. Support the main idea or ideas with facts,
details, examples, and explanations from
NA L2 RWW NA NA
multiple authoritative sources (e.g., speakers,
periodicals, online information searches).
c. Include a bibliography. NA RWW NA NA
2.4 Write responses to literature: NA NA NA
a. Develop an interpretation exhibiting careful
NA FO NA NA
reading, understanding, and insight.
b. Organize the interpretation around several
NA FO NA NA
clear ideas, premises, or images.
c. Develop and justify the interpretation through I4
NA FO NA NA
sustained use of examples and textual evidence
2.5 Write persuasive compositions: NA NA NA
a. State a clear position on a proposition or S4
NA RWW RWW NA NA
proposal. RWW
b. Support the position with organized and S4
NA RWW RWW NA NA
relevant evidence.
c. Anticipate and address reader concerns and S4
NA RWW RWW NA NA
counterarguments.




Suppl.
CST Themes CST
CALIFORNIA CONTENT STANDARDS: Assess.
LISTENING AND SPEAKING Rel. Form A
# of Items 1 2 3 4 5 6
Quest. Quest.
1.0 LISTENING AND SPEAKING STRATEGIES
Students deliver focused, coherent
presentations that convey ideas clearly and NA NA
NA
relate to the background and interests of the
audience. They evaluate the content of oral
communication.
1.1 Comprehension Relate the speaker’s verbal
communication (e.g., word choice, pitch, feeling, S1 S1 in
NA FO FO NA NA
tone) to the nonverbal message (e.g., posture, S3 L/S/V
gesture).
1.2 Comprehension Identify the tone, mood, and S1 in
NA S All FO RT4 FO NA NA
emotion conveyed in the oral communication. L/S/V
1.3 Comprehension Restate and execute multiple- S2 in
NA S1 RT4 FO NA NA
step oral instructions and directions. L/S/V
1.4 Organization and Delivery of Oral
Communication Select a focus, an
S3 S4 in S1 in S1 in
organizational structure, and a point of view, NA FO NA NA
S4 L/S/V L/S/V L/S/V
matching the purpose, message, occasion, and
vocal modulation to the audience.
Communication Emphasize salient points to S3 S4 in
NA NA NA
assist the listener in following the main ideas and S4 L/S/V
concepts.
1.6 Organization and Delivery of Oral S1 in
Communication Support opinions with detailed S3 S4 in L/S/V
NA FO NA NA
evidence and with visual or media displays that S4 L/S/V I3
use appropriate technology.




Suppl.
CST Themes CST
CALIFORNIA CONTENT STANDARDS: Assess.
LISTENING AND SPEAKING Rel. Form A
# of Items 1 2 3 4 5 6
Quest. Quest.
S3 S2,3
Communication Use effective rate, volume, S4 in S1 in
NA S4 in FO NA NA
pitch, and tone and align nonverbal elements to L/S/V L/S/V
S1 L/S/V
sustain audience interest and attention.
1.8 Analysis and Evaluation of Oral and Media
S2,3
Communications Analyze the use of rhetorical
NA in NA NA
devices (e.g., cadence, repetitive patterns, use
L/S/V
of onomatopoeia) for intent and effect.
1.9 Analysis and Evaluation of Oral and Media
Communications Identify persuasive and I3
NA NA NA
propaganda techniques used in television and
identify false and misleading information.

FO= Focus On
S= Selection
Theme 1=Poetry Theme 4= Myths
Theme 2=Plays Theme 5= Speeches RT= Revisiting the Text
L= Link
*Standards listed with an “S” (in this section only) are from the Listening /Speaking/Viewing I= Informational Study Skills
[L/S/V] lessons within the Green Strand only. RWW= Reading Writing Workshop
F= Focus On




Suppl.
CST Themes CST
CALIFORNIA CONTENT STANDARDS: LISTENING Assess.
AND SPEAKING Rel. Form A
# of Items 1 2 3 4 5 6
Quest. Quest.
2.0 SPEAKING APPLICATIONS (GENRES AND
THEIR CHARACTERISTICS) Students deliver
well-organized formal presentations
employing traditional rhetorical strategies
(e.g., narration, exposition, persuasion,
NA NA NA
description). Student speaking demonstrates
a command of standard American English and
the organizational and delivery strategies
outlined in Listening and Speaking Standard
1.0.
2.1 Using the speaking strategies of grade six
outlined in Listening and Speaking Standard NA NA NA
1.0, students: Deliver narrative presentations:
a. Establish a context, plot, and point of view. NA S1 FO NA NA
b. Include sensory details and concrete language FO
NA S1 FO NA NA
to develop the plot and character. RT2
c. Use a range of narrative devices (e.g.,
NA S1 FO NA NA
dialogue, tension, or suspense).
S1 in S2 in
2.2 Deliver informative presentations: NA NA NA
L/S/V L/S/V
a. Pose relevant questions sufficiently limited in
S1 in S2 in
scope to be completely and thoroughly NA L2 NA NA
L/S/V L/S/V
answered.
b. Develop the topic with facts, details, examples,
and explanations from multiple authoritative S1 in S2 in
NA L2 NA NA
sources (e.g., speakers, periodicals, online L/S/V L/S/V
information).




Suppl.
CST Themes CST
CALIFORNIA CONTENT STANDARDS: LISTENING Assess.
AND SPEAKING Rel. Form A
# of Items 1 2 3 4 5 6
Quest. Quest.

2.3 Deliver oral responses to literature: NA NA
NA
a. Develop an interpretation exhibiting careful FO FO
NA FO FO NA NA
reading, understanding, and insight. S3
b. Organize the selected interpretation around
NA FO FO FO FO NA NA
several clear ideas, premises, or images.
c. Develop and justify the selected interpretation
through sustained use of examples and NA FO FO FO FO NA NA
textual evidence.
S3
2.4 Deliver persuasive presentations: NA FO NA NA
RWW
S3
a. Provide a clear statement of the position. NA FO NA NA
RWW
S3
b. Include relevant evidence. NA FO NA NA
RWW
S3
c. Offer a logical sequence of information. NA FO NA NA
RWW
d. Engage the listener and foster acceptance of S3
NA FO NA NA
the proposition or proposal. RWW

FO= Focus On
S= Selection
Theme 1=Poetry Theme 4= Myths
Theme 2=Plays Theme 5= Speeches RT= Revisiting the Text
L= Link
*Standards listed with an “S” (in this section only) are from the Listening /Speaking/Viewing [L/S/V] I= Informational Study Skills
lessons within the Green Strand only. RWW= Reading Writing Workshop
F= Focus On

Grade 6 ela cst standards draft june 2010

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