Grade 06 ELA - EC: E06.B-K.1.1.1
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
English Language Arts
- Recall details from text.
- Locate evidence in text.
- Cite evidence that supports a given text-dependent question. Student should include the answer in his/her own words, along with the cited evidence from the text to support his/her answer or thinking.
- Make an inference from the text.
- Generate predictions or hypotheses based on explicit and implicit textual evidence.
- Connect and explain ideas using textual evidence.
- Evaluate varied meanings, central ideas, or recurring themes using textual evidence.
- Student recalls details from text. Student accurately recalls relevant details. These details may include the setting, timeline of events, and characters or ideas within the text. The student will use what characters say, do, and think or recall the author’s ideas.
- Student locates evidence in text. Student employs some strategy for recalling approximately where to look for the evidence after reading. Student may skim text and use the sequence of events, scene, characters, dialogue, and so forth to assist in finding evidence.
- Student cites evidence that supports his/her response to the text-dependent question. Student answers the question giving his/her rationale or thinking, along with the cited evidence from the text which supports the answer. Cited evidence should be relevant and strongly support the student’s answer. When citing evidence, student correctly copies or recites textual evidence in verbatim form.
- Student makes an inference from the text. Student combines prior knowledge and what the author writes to make a logical inference. If the student does not have adequate background or prior knowledge they recognize this deficit and seek further information to remedy the confusion. Student recognizes when they know and when they do not know.
- Student generates predictions or hypotheses based on explicit and implicit textual evidence. The student’s predictions or hypotheses are logically based on stated information and/or inferences. The student examines events within the text and combines this with prior knowledge to make reasonable predictions or hypotheses. Student gives adequate and perhaps multiple examples from the text to support predictions or hypotheses.
- Student connects and explains ideas using textual evidence. This evidence may be dispersed throughout the whole piece or within shorter passages. Student looks for recurring or linked events and ideas. Student gives multiple pieces of evidence from the text.
- Student evaluates meanings, central ideas, or recurring themes. Student evaluates the textual evidence and determines the validity of varied meanings or themes. The student will identify the theme by determining the specific message within the text and generalize this message for the world. The student will reject themes and meanings with insufficient evidence. The student examines the quantity and strength of various pieces of evidence and their significance to determine which meaning or theme has the strongest support. Student gives multiple pieces of evidence from the text.