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reading instruction?",{"text":72,"@type":64},"Reading instruction builds constructive, fluent, strategic reading by using background knowledge, incorporating independent silent reading, applying reading strategies before/during/after reading, and developing higher-level comprehension and vocabulary.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},137912,1787468372,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Supervisor of Elementary Education Brian Ersalesi, Supervisor of English Language Arts and Fine, Practical & Performing Arts  \nSCHOOL  \nPierrepont School  \nDATE  \nInitial Approval: June 15, 2015  \nLatest Revision: September 10, 2018  \nGrade 6 English Language Arts  \nI. Introduction/Overview/Philosophy  \nThis curriculum will provide students with the opportunity to develop their viewing, listening, speaking and writing skills. Learning will be an interactive process involving both teachers and students. Students will not only master skills, but apply and utilize these skills in other areas of their studies.  \nStudents will learn to view media with a critical eye as well as understand and use persuasive techniques employed in advertising. They will have an opportunity to use active listening skills in a variety of situations. Students will learn the skills that will enable them to speak in a clear and concise manner for different audiencesand purposes. Students will understand that writing is both a process and a product. While exploring different writing forms, students will also learn mechanics and spelling. This course will encourage students in developing the aptitude and ability needed to construct meaning from written, audio, and visual text. Various learning experiences will provide students with opportunities to employ decoding and comprehension skills through discovering, clarifying and evaluating ideas. This course will encourage active involvement in the process of getting meaning beyond the literal, and will build up to and incorporate the higher level thinking skills necessary for the students to analyze, synthesize and evaluate.  \nSkilled reading is constructive, fluent and strategic. In order for reading to be relevant, students will be encouraged to draw upon background knowledge and prior experiences. In addition, independent silent reading, will be incorporated into the reading program. The ultimate goal of the reading curriculum is to produce readers who are thoughtful and purposeful. Reading is a skill that continues to improve through practice rather than learned though skills taught in isolation.  \nII. Objectives  \nCourse Outline:  \nA. Writing  \na. Writing Process  \ni. Prewriting  \nii. Drafting  \niii. Revising  \niv. Editing  \nv. Publishing  \nb. Writing as a Product  \ni. Narrative  \nii. Expository  \niii. Descriptive  \niv. Informative  \nv. Persuasive  \nvi. Report writing  \nvii. Poetry  \nviii. Writing for different purposes  \nix. Writing for different audiences  \nGrade 6 English Language Arts Page 2  \nx. Exposure to literary devices (ex. simile, metaphor, dialogue, personification, onomatopoeia) and application at the sentenced level  \nc. Mechanics, Spelling, and Handwriting  \ni. Varied sentence structure from simple to complex  \nii. Grammar  \niii. Usage  \niv. Punctuation  \nv. Capitalization  \nvi. Spelling  \nvii. Handwriting-legibility in cursive or manuscript  \nd. Vocabulary  \ni. knowledge of roots, prefixes and suffixes  \nii. synonyms, antonyms, and analogies  \niii. spelling  \ne. Media  \ni. recognize and apply persuasive language and techniques in advertising  \nii. classify television programs according to genre, purpose, demographics and point of view  \niii. evaluate various media forms  \nf. Communication  \ni. examine different forms of both verbal and non-verbal communication  \nii. use visual aids, media, and/or technology to enhance communication  \ng. Listening  \ni. critique oral selections for speaker’s choice of language, supporting ideas.  \nii. take notes and respond with pertinent questions to an oral presentation  \nh. Speaking  \ni. participate in small groups and whole class discussion  \nii. support a position in an organized manner and accept the opinions of others  \niii. present an oral presentation with central theme, logical sequences, main ideas, supporting details to an audience o","cbCaicqUSJzVsi95","https://ap.wps.com/l/cbCaicqUSJzVsi95","pdf",576828,51,"English","# I. Introduction/Overview/Philosophy\n# II. Objectives\n## A. Writing\n## B. Reading","[{\"question\":\"What skills does the Grade 6 English Language Arts curriculum aim to develop?\",\"answer\":\"It focuses on viewing, listening, speaking, and writing skills, with an emphasis on critical media awareness, active listening, clear speaking, and writing as both process and product.\"},{\"question\":\"What are the stages of the writing process included in the objectives?\",\"answer\":\"The objectives outline prewriting, drafting, revising, editing, and publishing, along with writing as a product across multiple genres.\"},{\"question\":\"How does the curriculum structure reading instruction?\",\"answer\":\"Reading instruction builds constructive, fluent, strategic reading by using background knowledge, incorporating independent silent reading, applying reading strategies before/during/after reading, and developing higher-level comprehension and vocabulary.\"}]","Grade 6 English Language Arts - Full-Year Curriculum | PDF",129]