Our RLA program is a balanced curriculum based on the CCSS (Common Core State Standards). This academic block encompasses Reading, Grammar, and Spelling.

    The students will be instructed utilizing the following New York State modules in Reading:
    The Lightning Thief by Rick Riordan
    Bud not Buddy by Christopher Paul Curtis
    These modules require students to use critical thinking skills as they evaluate texts and improve their reading and writing skills. As students progress through the modules, their task will be to meet learning targets including:
    1. I can use evidence from the text to support my analysis of what the text says and inferences I make.
    2. I can determine the theme and explain how it is portrayed through details.
    3. I can explain how the characters respond or change as the plot advances.
    4. I can analyze the impact of specific word choice on the meaning and tone of the passage.
    5. I can explain how an author develops the point of view of a narrator or text’s characters.
    6. I can summarize informational text while leaving out my personal opinion.
    7. I can determine the figurative, connotative, or technical meaning of words or phrases in a grade 6 text.
    8. I can trace and evaluate the argument and claims in a text.
    In addition to the modules, the students will also be using Interactive Reader. This workbook enables the students to write their thoughts and ideas as they read informational text. Each of these reading selections includes skill builder pages with scaffolding as well as pertinent graphic organizers. The text analysis, strategy, or reading skill is aligned with the CCSS (Common Core State Standards).
    Also, Time for Kids, a resource for pertinent informational articles will be used in class. The current event selections in this magazine support the reading and writing standards and literacy skills that are an integral part of the Common Core.

    Grammar (Language)
    Students are taught the parts of speech and their implications for better sentence construction as they work to meet the Learning Targets that are part of the Common Core. Among these are:
    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    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).*
    Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
    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.*
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
    Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
    Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

    Spelling is skill based with a focus on phonics patterns. These skills provide instructional opportunities for students to utilize what they have learned about words within the context of reading and writing.

Last Modified on March 19, 2019