This text resource illustrates the Standards Map for the Grade 6 Reading Literature domain in the Common Core State Standards.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text evidence
Inferences
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3 - Cite (Evidence to support analysis of explicit statements)
3 - Cite (Evidence to support inferences)
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3 - I can cite textual evidence to support analysis of what the text says explicitly.
3 - I can cite textual evidence to support inferences drawn from the text.
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A. Citing evidence convinces the reader that the analyses are accurate.
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A.1 Why do I cite evidence?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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3 - Determine (Theme or central idea)
3 - Determine (conveyance of Theme)
3 - Provide (Summary)
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3 - I can determine a theme or central idea of a text.
3 - I can determine how a theme is conveyed through particular details.
3 - I can provide a summary of the text distinct from personal opinions or judgments.
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A. Central ideas are presented through details and without opinions.
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A.1 How do I present a summary of the central idea?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Describe (Plot unfolding)
1 - Describe (Characters' response, change)
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1 - I can describe how a particular story's or drama's plot unfolds in a series of episodes.
1 - I can describe how the characters respond or change as the plot moves toward a resolution.
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A. Plot is described by a series of episodes moving toward a resolution and character response.
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A.1 How can plot be described?
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Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Meaning
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2 - Determine (Meaning)
1 - Include (Figurative meanings)
1 - Include (Connotative meanings)
4 - Analyze (Impact of word choice on meaning)
4 - Analyze (Impact of word choice on tone)
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2 - I can determine the meaning of words and phrases as they are used in a text.
1 - I can include figurative meanings.
1 - I can include connotative meanings.
4 - I can analyze the impact of a specific word choice on meaning.
4 - I can analyze the impact of word choice on tone.
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A. Word choice can impact meaning and tone.
B. Words or phrases can have figurative or connotative meaning.
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A.1 Why is word choice significant?
B.2 Why might a phrase mean something else in a different context?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Analysis of Contribution
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4 - Analyze (Fit into Overall Structure)
4 - Analyze (Contribution to Development of Theme)
4 - Analyze (Contribution to Development of Setting)
4 - Analyze (Contribution to Development of Plot)
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4 - I can analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text.
4 - I can analyze how a particular sentence, chapter, scene, or stanza contributes to the development of the theme.
4 - I can analyze how a particular sentence, chapter, scene, or stanza contributes to the development of the setting.
4 - I can analyze how a particular sentence, chapter, scene, or stanza contributes to the development of the plot.
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A. Each part of a text fits and contributes to theme, setting or plot in some way.
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A.1 Why are text parts analyzed?
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Explain how an author develops the point of view of the narrator or speaker in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Point of View Development
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2 - Explain (Point of view development)
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2 - I can explain how an author develops the point of view of the narrator or speaker in a text.
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A. The author uses context and details to present the narrator's point of view.
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A.1 How do I view the point of view?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Comparison and Contrast
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6 - Compare and Contrast (Reading, listening, viewing video, viewing live versions)
1 - Include (Perceptions)
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6 - I can 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,
1 - I can include contrasting what is "seen" and "heard" when reading the text to what is perceived when I listen or watch.
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A. What's seen, heard and perceived may vary depending on presentation.
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A.1 How does manner of presentation influence what is seen, heard or perceived?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Comparison and Contrast
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6 - Compare and contrast (texts in different forms or genres)
6 - Compare and contrast (approach to similar themes)
6 - Compare and contrast (approach to similar topics)
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6 - I can compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories).
6 - I can 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.
6 - I can 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 topics.
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A. Different genres will approach themes and topics similarly or differently.
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A.1 How do different forms or genres vary in approach?
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By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Literature
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1 - Read (Literature)
2 - Comprehend (Literature)
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1 - I can, by the end of the year, read literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 - I can, by the end of the year, comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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A. Scaffolding provides support through discussion of unfamiliar, tougher content.
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A.1 How can readers understand higher end literature?
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