Grade 06 ELA - EC: E06.B-V.4.1.2
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
- Create a study guide that will clarify word relationships.
- Make a list of synonyms and antonyms for content area vocabulary.
- Using a given science, history or other informational article, prepare a T-chart that shows causes and effects.
- Using a list of metaphors, isolate the two different items that are being compared and explain the author’s intent in making the comparison.
- Write a poem on an informational topic contains similes and metaphors.
- Write and publish an informational figurative language reference book.
- Student creates a study guide that will clarify word relationships. Student correctly defines all terms in study guide. The study guide can be content area specific or general. For instance, the word relationships study guide could cover tier 2 words or cover all content areas with assessment terms like, relate, justify, prove, assess, discuss, analyze, interpret, summarize, compare, contrast, describe, evaluate, explain, illustrate, etc. Or the study guide can be made for a content area with tier 3 words. For instance, in math, a study guide to clarify word relationships could be made for order of operations which would include grouping symbols, exponents, multiplication, division, addition and subtraction.
- Student makes a list of synonyms and antonyms for content area vocabulary. Using three columns, student puts original word in the center column. Student lists several synonyms for the word in the left column and lists several antonyms for the word in the right column. Student lists synonyms and antonyms that are correct for the original term.
- Student uses the given science, history or other informational article, and prepares a T-chart that shows the cause and effects. Student understands that cause and effect is a relationship in which one event, the cause, makes another event occur, the effect. Students understand that one cause can have several effects. Student correctly identifies the cause. Student correct identifies the effect or effects. Student shows all cause and effect relationships within the article.
- Student uses a list of metaphors, and isolates the two different items that are being compared and explains the author’s intent in making the comparison. These metaphors may come from biographical, social, math, science texts or any other informational sources. The student correctly identifies each item being compared. The author’s intent is expressed correctly.
For example, scientists say the brain is a highly developed, complex computer. This metaphor is comparing the brain to a computer. Scientists are making this comparison to help the reader see the brain is very complicated, but orderly and sophisticated.
- Student writes a poem on an informational topic and uses similes and metaphors. Student constructs similes and metaphors that make comparisons that are logical and aid in conveying his/her intent and ideas. Student understands a simile is comparing two unlike things using the words, like or as. Student understands a metaphor is comparing two unlike things.
- Student writes and publishes an informational figurative language reference book. Student includes in the reference book, simile, metaphor, personification and hyperbole. Student may also include the use of irony and symbolism. Student includes correctly spelled terms and correct definitions. Book includes illustrations and examples.