level of - Savvas Learning Company

level of READY

whole new

GRADE 6

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Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • New York, New York

Grade

6Teacher’s Guide

RGEN16_TE6_FM_TP.indd 1 15-08-18 11:29 AM

Acknowledgments of third-party content appear on page 78, which constitutes an extension of this copyright page.

Copyright © 2016 by Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms, and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions.

This work is solely for the use of instructors and administrators for the purpose of teaching courses and assessing student learning. Unauthorized dissemination, publication, or sale of the work, in whole or in part (including posting on the Internet), will destroy the integrity of the work and is strictly prohibited.

PEARSON, ALWAYS LEARNING, and READYGEN are exclusive trademarks owned by Pearson Education, Inc. or its affiliates in the U.S. and/or other countries.

Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

LEXILE®, LEXILE® FRAMEWORK, LEXILE® ANALYZER and the LEXILE® logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. Copyright © 2015 MetaMetrics, Inc. All rights reserved.

Apple® is a registered trademark of Apple Inc.

Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos, or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees, or distributors.

ISBN-13: 978-0-328-85294-9ISBN-10: 0-328-85294-5

1 2 3 4 5 6 7 8 9 10 V003 19 18 17 16 15

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ContentsAuthentic Text at the Core of Instruction ...................... 4 Assessment for Instruction .............................................. 6 Path to College and Career Readiness ............................ 8 Digital Learning ................................................................. 16

Standards Map ................................................................. 19

Lesson Sampler Module Opener ............................................................... 20 Lesson 1 Annotated Walkthrough ................................. 22 Lesson 2 .......................................................................... 32 Lesson 3 ........................................................................... 42 Performance-Based Assessment .................................... 52 Word Analysis .................................................................. 62 Word Analysis Check Progress ...................................... 66

Instructional Resources Text Complexity Rubrics ................................................ 72 Routines .......................................................................... 74 Reader’s and Writer’s Journal ....................................... 76 Acknowledgments ......................................................... 78

RGEN16_TE6_FM_MRKT.indd 3 15-08-05 9:25 AM

4

Trade BooksReadyGEN provides 12 full-length, authentic literary and informational texts at every grade.

• Meetstextcomplexityrequirementsandthesuggestedproportion of fictiontononfictionselections.

• Developsabodyof knowledgefocusedontheunittheme andtheEnduringUnderstandingswithineachmodule.

Authentic Text at the Core of InstructionUnlikeothercorereadingprograms,ReadyGEN lets you teach withfull-length,authenticliterature,notabasalanthology.


5

Text CollectionTopically related reads span multiple genres and cultures.

• Includespoetry,primarysources, and biographies.

• Tiedtocontent-areastandardsthat build a broad range of knowledge and literacy experience in a multitude of texts.

SleuthAcollectionof short,nonfiction selections to sharpen critical thinking skills.

Leveled Text LibraryA broad range of 60 conceptually connected texts ateachgradeprovidesanon-ramptoReadyGEN EssentialQuestions,EnduringUnderstandings, and unit themes.

Authentic Texts


6

Three-Step Assessment for InstructionReadyGEN provides multiple assessment opportunities for you to monitor students’ progress toward college and career readiness.

Step 1 Step 2

Use the Baseline Assessment to determine instructional needs for students at the start of the year.

Beginning-of-the-Year Assessments

Use the Teacher’s Guide to access formative assessments and point-of-use scaffolds. Use the Scaffolded Strategies Handbook to help students unlock text and writing.

Assessments for Every Lesson

Performance-Based AssessmentsThese assessments at the end of each module are the engine that drives all tasks and promotes positive outcomes by allowing students to connect their learning through reading, writing, and exploring text.


7

Step 3End-of-Unit Assessments

Unit Assessments measure student progress in reading comprehension, vocabulary analysis, and writing, and prepare students for large-scale assessments.

Assessment


8

Path to College and Career ReadinessReadyGEN helps educators teach responsively. It empowers teachers to grow their knowledge base by studying what learners do when they read and write.

UNIT Module A Module B

Every lesson follows the Gradual Release of Responsibility Model with the goal of building independent readers and writers.


Unit Themes

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Unit 1 Living Together: This Is Home

Connecting to Our World

Understanding Communities

Observing the World Around Us

Becoming Researchers

Depending on Each Other

Treasuring History

Unit 2Understanding Then and Now

Becoming a Classroom

Citizen

Making Decisions

Connecting Character,

Culture, and Community

Interactions in Nature

and Culture

Finding Courage

Exploring Earth and Its Forces

Unit 3Predicting Change

Making Choices Building Ideas Seeking

Explanations

Exploring Impact and

Effect

Understanding the Universe

Defining Courage

and Freedom

Unit 4Learning About

Each Other and the World

Planting for the Future

Facing Challenges and Change

Becoming an Active Citizen

Creating Innovative Solutions

Exploring New Worlds

Innovating for the Future

Unit 5Knowing About Patterns and Structures

Observing the Messages of the Natural

World

Pioneering New Ideas and New Worlds

—— —— —— ——

Unit 6Exploring

CommunitiesCelebrating Diversity

Changing the World —— —— —— ——

9

College and Career Readiness

The unit themes emphasize the common characteristics of a unifying concept and promote in-depth understanding. 6 units, Grades K-2; 4 units, Grades 3-6


10

Plan and Pace InstructionThe Module Overview identifies the instructional focus, or what readers, writers, and learners are expected to know and do. These expectations fall in line with the goals for the Performance-Based Assessment.

ReadyGEN’s suggested pacing ensures that everything students do is in service of the Performance-Based Assessment.


11

Students spend several days on one piece of text. In order for students to respond to the Performance-Based Assessment, they need time to dive deeply into text and understand the author’s purpose.

The module prepares students for the Performance-Based Assessment with opportunities to practice new skills and deepen understanding.

Use the Text Set to model reading and writing practices throughout instruction and help your students master rigorous standards.

Enduring Understandings and Essential Questions guide student thinking and create a culture of inquiry around the Text Sets and tasks.


12

Connected Writing and Assessment In ReadyGEN, writing is taught every day through the Gradual Release of Responsibility Model. Students write to sources, write in the modes of Narrative, Informative, and Argument, and practice the writing process.

I DO: The text (or student writing sample) is used as a model and springboard for teaching the writing modes and process.

WE DO: Students write with guidance from the teacher and are taught to carefully analyze, synthesize, write to sources, or defend claims.


13

YOU DO: Writing Keystone Checklists will occur throughout the module to assess students’ ability to write narrative, informative, or argument pieces as they practice independent writing.

A culminating Performance-Based Assessment allows students to present, reflect, and respond to a task. Students use the writing “tools” they have learned throughout the module.


1 What makes the text challenging?

Use the Text Complexity Rubrics in the Scaffolded Strategies Handbook to familiarize yourself with potential “stumbling blocks” for each text in this unit.

Qualitative Measures

levels of Meaning learning about the causes and impacts of earthquakes and where they occur

structure no headings; heavily illustratedwith photos, maps, and diagrams

language Conventionality and Clarity

informational narrative; scientific terms clearly defined; illustrations and photos aid word meaning; multiple-meaning words

Knowledge Demands geology of earthquakes;geography; scientific terminology

14

Accelerate Learning for All

2 What types of scaffolds will my students need?

Based on your students and the text complexity rubrics, determine the support students will need to overcome the challenges in the texts. Use the resources in the Scaffolded Strategies Handbook for support.

• English language learners • Struggling readers • Accelerated learners


15

3 How can the ScaffoldedStrategies Handbookhelp? UnlocktheText Use Prepare to Read to support students

with tools for accessing key ideas, key language, and key structures of text.

UnlockWriting Developwritingfluencyandproficiency

withscaffoldedlessonsandmodelsin threekeymodesof writing(Narrative,Informative,andArgument).

RoutinesandActivities Scaffoldlearningwithroutinesand activities to support reading, writing, speaking, and listening.

UnlockLanguageLearning ScaffoldedlessonshelpEnglishlanguage

learners unlock the anchor and supporting texts. Passages, vocabulary, and questions are geared toward building background knowledgeforstudentslearningEnglish, so they can dig deeper into vocabulary and structure—regardless of their languageproficiency.


16

Enhance and Extend LearningStudents continue their exploration and practice of literacy and language with school-to-home activities aligned to ReadyGEN texts, writing modes, and Enduring Understandings.

Interactive Anchor Texts help build background for all students and encourage the love of reading.


17

Invite students to write, illustrate, and publish their own digital storybooks and projects.

Digital Learning

Try it! Go to TikaTok.com, click Log In, and enter School Code: RGG4-15K-123 to start exploring.


The following is a sample Module from Grade 6, Unit 4.

All content and images are subject to change.

GrAde 6

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Grade 6, Unit 4

MODULE A

PBA Description Enduring Understandings

Argument Task: Write an Argument

Using what they have read in Steve Jobs and Gadgets and Games as well as additional research, students will state a claim about what they believe to be the most valuable innovation. They will construct an argument and support their claim with clear reasons and relevant evidence.

Students will:• introduce the claim and organize their reasons clearly.• support their reasons with relevant evidence.• use credible sources and demonstrate an

understanding of the topic.• use words, phrases, and clauses to clarify the

relationships between the claim and reasons. • establish and maintain a formal style.• provide a conclusion that follows from the argument

presented.

Readers understand how authors introduce and elaborate on individuals, events, and ideas.

Writers understand that strong arguments are supported with clear reasons, relevant evidence, and credible sources.

Learners understand that technological innovations can be both beneficial and challenging.

Anchor and Supporting Texts Essential Questions

Anchor Text (TB): Informational Text Steve Jobs by Nick Hunter 1010LSupporting Text (TC): Informational Text Gadgets and Games by Chris Oxlade 1050LSupporting Text (TB): Informational Text User Beware! 1100LResource: Informational Text “Screen time can mess with the body’s ‘clock’” by Andrew Bridges (online article)

Readers: How do readers analyze the ways authors introduce and elaborate on individuals, events, and ideas?

Writers: How do writers assess the credibility of sources?

Module A Standards Coverage Goals

RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, W.6.1, W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e, W.6.5, W.6.6, W.6.8, W.6.9, W.6.9.b, SL.6.4, L.6.1, L.6.1.a, L.6.1.c, L.6.1.d, L.6.4, L.6.4.b, L.6.4.c, L.6.6

Readers will analyze how authors introduce and elaborate on a key individual, event, or idea in a text.

Writers will use credible sources to develop and support a claim.

Learners will identify and discuss benefits and challenges of technological innovations.

Innovating for the Future

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Steve JobsLexile® 1010LInformational Text

Gadgets and GamesLexile 1050LInformational Text

“Getting Comfortable”Lexile 960L

“Shaping Tomorrow for Innovation Today”Lexile 1170L

User Beware!Lexile 1100LInformational Text

TEXT SET

SLEUTH

UNIT 4 • MODULE A

SUPPORTING TEXTS

ANCHOR TEXT

Dig Deeply into Complex TextInnovating for the Future

Path to College and Career Readiness

Leveled Text Library Lexile 900L–1070L

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PERFORMANCE-BASED ASSESSMENTARGUMENT TASK: WRITE AN ARGUMENTUsing what they have read in Steve Jobs and Gadgets and Games as well as additional research, students will state a claim about what they believe to be the most valuable innovation. They will construct an argument and support their claim with clear reasons and relevant evidence.

“Dos”MODULE GOALS

Readers will analyze how authors introduce and elaborate on a key individual, event, or idea in a text.

Writers will use credible sources to develop and support a claim.

EXPLORE CONTENT Learners will identify and discuss benefits and challenges of technological innovations.

“Knows”ESSENTIAL QUESTIONS

How do readers analyze the ways authors introduce and elaborate on individuals, events, and ideas?

How do writers assess the credibility of sources?

Enduring Understandings•Readers understand how authors introduce and

elaborate on individuals, events, and ideas.

•Writers understand that strong arguments are supported with clear reasons, relevant evidence, and credible sources.

•Learners understand that technological innovations can be both beneficial and challenging.

21

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LESSON 1 Steve Jobs, pp. 4–11

See Routines on pp. TR2–TR31.

OBJECTIVESFocus Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. RI.6.3

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1

Text Complexity Rubric p. 72.

WORD ANALYSIS MINI-LESSON

Greek and Latin Roots ques, cogn• Write the words question and

recognize. Underline the roots ques and cogn.

• Ask whether students know the meaning of any of the roots. (search, know) If necessary, explain the meanings.

• Ask: How does knowing the meaning of the root ques help a reader understand what a question is? Have students use the root cogn to explain the meaning of recognize.

For more explicit instruction, see p. 62.

Analyze How an Author Uses Elaboration

LESSON 1FIRST READ Build Understanding

SET THE PURPOSE Focus the instruction for the unit by sharing the following Enduring Understanding: Readers understand how authors introduce and elaborate on individuals, events, and ideas. In this lesson, we will explore how an author’s elaboration contributes to our understanding of an individual.

ENGAGE STUDENTS Introduce the book Steve Jobs. Draw attention to the series title Titans of Business and discuss briefly why a book about Steve Jobs is included in the series. Share the following Essential Questions with students: How do readers analyze the ways authors introduce and elaborate on individuals, events, and ideas? How do writers assess the credibility of sources? Tell students they should keep these questions in mind as the class reads, talks, and writes about texts in this module. Tell students: In this lesson, we are going to analyze various ways in which an author can elaborate on a subject; for example, photos, captions, maps, sidebars, or anecdotes. All of this information can help the reader gain a richer understanding of the experiences and events in that subject’s life.

READ As you introduce pp. 4–11 of this new text, use the appropriate reading routine from pp. TR8–TR19. In this first reading, understanding what the text is mainly about should be the students’ purpose.

TURN AND TALK After reading, have students turn to a partner and discuss this question using examples from the text: How is the information the author includes in “Who Was Steve Jobs?” different from the details and information in “Childhood and Early Life”? Use the Think-Pair-Share Routine on pp. TR2–TR3. (In “Who Was Steve Jobs?” the author gives information about Jobs’s main business accomplishment, being the founder and CEO of Apple, p. 4. In “Childhood and Early Life,” the author gives information about Jobs’s family, the type of student he was, his interests, his personality, and an early business experience, pp. 6–10.)

22 Unit 4 • Module A • Lesson 1

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Supportive Routines

suggested throughout

each lesson help you

encourage thoughtful

conversations, clarify

understandings, and

unpack text specifics.

A Word Analysis Mini-Lesson is built into every lesson. More

robust Word Analysis instruction also appears behind the tab

at the back of each ReadyGEN Teacher’s Guide.

22

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LESS

ON

1

WH

OLE

GR

OU

P R

EA

DIN

G

Scaffolded Strategies HandbookTrade Book

Teacher’s Guide Close Reading How-to Video

Scaf

fold

ed

Inst

ruct

ion ENGLISH LANGUAGE LEARNERS

COGNATES Many of the bold words might be unfamiliar to students. Explain that these words might have Spanish cognates (circuit/circuito, innovation/innovación, venture/aventura). Have Spanish-speaking students try using cognates to understand words before using the glossary.

STRATEGIC SUPPORTTEXT FEATURES Walk students through the text features (map, photos, captions, sidebars) and make sure they understand what information each feature conveys. Review with students how to use a glossary to learn the definitions of the bold words in the text.

BY-THE-WAY WORDS During close reading, define for students the following words involving known concepts that can be stumbling blocks to comprehending the text.

device, p. 4: Explain that a device is a piece of electronic equipment, such as a tablet computer.

entrepreneur, p. 4: Tell students that an entrepreneur is someone who takes financial risks to set up and run a new company.

innovation, p. 4: Explain that an innovation is a new way of doing or making something.

LESSON 1SECOND READ Close ReadCITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that authors can elaborate on individuals in many ways. Use these questions to guide the discussion, and ask students to support their answers with evidence.

•Why does the author introduce Jobs as an adult before giving information about his early life? (The author wants to tell why Jobs is an important subject to write about by introducing Jobs’s successes. Jobs “made Apple into one of the biggest and most admired technology companies”; it took “hard work, innovation, and making brave decisions” for Jobs to be successful, p. 4.) DOK L3

•How does the quote from Jobs’s sixth-grade report card elaborate on Jobs as a student? (The quote gives a first-hand account of his academic performance. He “is an excellent reader”; “wastes much time”; doesn’t see the “purpose of studying reading,” p. 6.) DOK L2

•On page 9, how does the author show that Jobs exhibits the qualities of an entrepreneur early in life? (The author explains that Jobs wants to turn the “blue box” device into a business, p. 9.) DOK L2

•What conclusions can you draw about Steve Jobs’s personality? (Jobs is intelligent, but doesn’t like to learn in school; he is extremely focused on things that interest him; he is an independent thinker, pp. 6–11.) DOK L3

23

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Save time on task

with videos that

demonstrate how

to help students

read closely and

correctly, citing

evidence in the

text.

Define unfamiliar words

so that students can

understand the text.

Each Close Read

question is labeled with

a Depth of Knowledge

level.

Embedded support at point of use allows English

Language Learners and struggling readers to

successfully participate in and progress through

the daily lesson with their peers.

Log on to www.pearsonrealize.com to access

all of your

ReadyGEN digital

components.

23

RGEN16_TE6_LsnCallout.indd 23 15-07-22 10:01 AM

Elaboration

Jobs and Wozniak started Apple together.

Wozniak and Jobs both shared a passion for electronics and an appreciation of risk takers, such as Bob Dylan.

Wozniak and Jobs started the “blue box” business together, and Wozniak made the boxes.

Wozniak had already tried to build his own computer.

OBJECTIVESDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.4

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

RI.6.3

BENCHMARK VOCABULARY• motivate, p. 6• passion, p. 7

Keystones Reading and Writing Keystones are a quick check to • assess students’

understanding of key language, key text structures, and key ideas.

• indicate students’ progress toward the Performance-Based Assessment.

• inform your Small Group Time decisions.

BENCHMARK VOCABULARY

•Havestudentsfindandreadsentencesfromthetextwiththewordsmotivateandpassion.

UsetheBenchmark Vocabulary Routine for Informational Textonpp.TR24–TR27toteachthemeaningofthewords.

•Usetheinformationonpp.2–5ofthisTeacher’sGuidetodiscussotherwordsconnectedtoeachoftheBenchmarkVocabularywords.

PRACTICEHavestudentsusep.76toshowcontextualunderstandingoftheBenchmarkVocabulary.Monitorstudents’vocabularydevelopment.

Reading AnalysisTEXT TALK

ELABORATION TellstudentsthatanalyzinghowSteveWozniakisintroducedandelaboratedoninthetextcanhelp themunderstandtheroleWozniakplayedinJobs’slife.ProvidetheMainIdeagraphicorganizeronp.TR36.

MODEL Let’slookatpage 4whereSteveWozniakisfirstintroduced.IseethatheandSteveJobsstartedApple®.I’llwritethisatthetopofmychart.Next,Icanreadthetextandcaptionsonpages8and9toseehowtheauthorelaboratesonWozniakandhisassociationwithJobs.Ilearnthatthemensharedaninterestinelectronicsthatledtoapartnership.

PRACTICE/APPLY Havestudentsworkindependentlyorinsmallgroupstocompletethegraphicorganizer.UsetheSmall Group Discussion Routineonpp.74–75tohavestudentsdiscusshowtheythinkworkingwithWozniakinfluencedSteveJobs.Checkunderstandingbyaskingstudentstosharetheirideasorbycirculatingamongstudentsorgroups.

Key Details

24 Unit4•ModuleA•Lesson1

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Develop students’

conceptual knowledge

by focusing on

generative vocabulary.

Keystones throughout

the lesson provide

opportunities to

assess students’

ability to understand

and use key

vocabulary, key

text structures

and features, and

key ideas in their

reading and writing.

These keystones

help students make

progress toward the

Performance-Based

Assessment.

Step 1 of Small Group Time gets

students started with their self-selected

reading. Then move to Step 2.

24

RGEN16_TE6_LsnCallout.indd 24 15-08-21 3:17 PM

LESS

ON

1

SM

ALL G

RO

UP

TIM

E

Leveled Text Library

Independent Reading Activities

Reader’s and Writer’s Journal

Generative Vocabulary Games

Independent Reading How-to Video

While students are reading independently, use the Small Group Options on pp. 26–27.

BUILD ACCOUNTABILITY Prepare students to read their self-selected texts. Announce the two focus points to the class, and help students make a plan for their reading. Students will apply both focus points to their self-selected texts.

TODAY’S PROCESS FOCUS

Engagement and Identity

Stamina

Independence

Tell students they will focus on reading independently for the next few lessons. Students should select a book that they feel comfortable reading without any guidance. Encourage them to set a page goal for reading and to try to meet or exceed that goal during this period.

TODAY’S STRATEGY FOCUS

Vocabulary Knowledge

Fluency

Critical Thinking

Comprehension

Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. We learned that analyzing how an individual is introduced and elaborated on can help us better understand the subject of a text. Choose an individual or character in your book. Take notes about how this individual is introduced and what you learn about him or her. Alternatively, have students log in to Pearson Realize to find an Independent Reading Activity that is appropriate for the text they are reading.

MONITOR PROGRESS•Process Focus: Have students record their reading in a daily reading log,

noting the book’s title and author and how many pages they read. Tell students to note any challenges they faced while reading and how they resolved those challenges without help from others.

•Strategy Focus: Have students review with you the notes they took. Ask them what they have learned about the individual’s personality or attributes at this point in the book. Alternatively, have students log in to Pearson Realize and review with you the Independent Reading Activity they completed for their book.

For further guidance, see the Independent Reading Routine on pp. TR12–TR19.

Small Group TimeSTEP 1 Focused Independent Reading

25


Encourage students

to generate and learn

more words online.

Access every

leveled text and

its corresponding

instructional plan

online.

Accountable Independent Reading is an important piece of

each lesson. This time provides an opportunity for students

to participate in purposeful self-selected reading.

25

RGEN16_TE6_LsnCallout.indd 25 17/07/15 2:42 PM

GUIDED READING OPTIONS

READING ANALYSIS SUPPORT

CONFERENCE

UNLOCK THE TEXT

WORD ANALYSIS

Use ReadyUp! Intervention for students who require additional instruction with critical reading, writing, and language standards.

STEP 2 Small Group OptionsBased on formative assessments of students’ progress, use the following options to provide additional instruction, practice, or extension as needed.

For students who need support with this week’s Word Analysis skill, use pp. 62–64.

For students who need support in accessing key ideas, key language, and key structures in Steve Jobs, use Unlock the Text in the Scaffolded Strategies Handbook, pp. 134–139.

For independent reading accountability, conference each day with two or three students to discuss self-selected texts and support their reading.

For students who struggle with elaboration in Steve Jobs, use this Support Reading Analysis Mini-Lesson.

ELABORATION Point out the statements on pp. 8–9 that elaborate on Steve Wozniak’s involvement with electronics. Guide students to understand how this elaboration relates to Jobs and Wozniak’s decision to start a computer business together. Have students reread the caption and sidebar on p. 9. Ask: Why do you think the author mentions Jobs and Wozniak’s shared interest in Bob Dylan? Help students make the connection between Dylan taking risks in his music and Jobs and Wozniak taking risks in their business. Then have students complete their graphic organizers.

Invite students to analyze how the author uses elaboration in another statement in the text. Direct students to the sidebar text on p. 9 where the author states that Jobs learned a lot from his heroes because “they were always trying new things and ‘always risking failure.’” Use the Think-Pair-Share Routine on pp. TR2–TR3.

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. RI.6.3

INDEPENDENTLITERACY WORK

Text Club (pp. TR20–TR23)


Center Options (pp. 10–11)

Use Write in Response to Reading on p. 76 to check students’ understanding of key ideas in Steve Jobs.

Use the Leveled Text Library to

choose appropriate texts based on students’ needs.



ReadyGEN

provides a clear

choice of both

independent and

teacher-directed

options for engaging

students during

Small Group Time.

During Step 2

of Small Group

Time, students

continue their

independent reading

while teachers

provide additional

instruction in small

groups.

ReadyUp! Intervention provides extra

support for

struggling readers.

The Scaffolded Strategies Handbook provides

scaffolded instruction, useful strategies,

and practical routines for accessing anchor

and supporting texts, writing types, and

Performance-Based Assessments.

26


LESS

ON

1

SM

ALL G

RO

UP

TIM

E

FLUENCY

READING ANALYSIS EXTENSION

QUICK CHECK

MONITOR PROGRESS

If . . . students are skipping words,

then . . . encourage them to write all three sentences of the p. 4 sidebar on a separate sheet of paper and then read their writing silently. Then have students read aloud again from the book.

If . . . students are substituting words,

then . . . point out the correct words. Then have students read the passage silently once or twice before they read it aloud again.

For fluent reading accountability, use the Oral Reading Fluency Quick Check. Today assess 2–3 students.

ACCURACY Explain that reading with accuracy means reading each word correctly, avoiding word substitutions, and not skipping any words. Inaccurate reading causes listeners to become confused and misunderstand the meaning of what is being read. Have students follow along as you model reading aloud with accuracy the section “Apple’s leader” on p. 4 of Steve Jobs. Then have students take turns reading aloud the sidebar “Reaching the top” on p. 4, with a focus on reading each word accurately.

For students who can easily identify and analyze elaboration in Steve Jobs, use this Extend Reading Analysis Mini-Lesson.

ELABORATION Use the following extension discussion questions to have students elaborate on the relationship between Jobs and Wozniak.

•Have students read the caption on p. 8. What details in the text support the idea in the caption that Jobs’s friendship with Wozniak had a powerful influence on Jobs’s life? (Wozniak was one of Jobs’s few friends, and he was as obsessed by electronics as Jobs was, p. 8; Wozniak was Jobs’s first business partner, p. 11.)

•Why do you think the caption says that the friendship between Wozniak and Jobs influenced the history of personal computers? (Possible answer: I think Wozniak must have helped Jobs create many of Apple’s innovations.)

•Do you think Jobs would have been as successful without the friendship of Wozniak? Explain your answer. (Possible answer: No, because the text suggests that Wozniak knew more about electronics than Steve Jobs did and that Jobs knew more about running a business. The text also states that Jobs was a loner before meeting Wozniak. Their friendship may have inspired Jobs to form the kind of partnership necessary to pursue a business venture.)


Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. RI.6.3




Scaffolded Strategies Handbook Games

27


Quick Checks provide formative assessment

opportunities to monitor students’ fluency progress.

Encourage students

to practice Word

Analysis skills

online.

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OBJECTIVESDraw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.5

Apply grade 6 reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

W.6.9.b

Argument WritingState and Support a ClaimSET THE PURPOSE Remind students that argument writing begins with a claim, or a statement that tells something that the writer thinks is true about a topic. A claim is usually introduced at the beginning of the writing, followed by one or more reasons why the writer is making that claim. The claim is then supported with credible evidence, such as facts, data, or quotations from experts.

Point out that reasons are different from evidence. Reasons tell why the writer made the claim and why he or she thinks the claim is true. The writer then provides evidence to prove the validity of his or her reasons.

TEACH AND MODEL Explain to students that authors of biographies often make claims about the subjects of their texts based on information learned through research. They then offer reasons why they made this particular claim and provide facts, quotations, or other evidence to prove their point. Provide the following model:

The author includes a quotation that supports the claim that Jobs found it difficult to motivate himself.

“‘He has great difficulty motivating himself or seeing the purpose of studying reading….’” (p. 6)

The fact that he dropped out of college supports the claim about Jobs’s difficulty in motivating himself.

“In 1974, Jobs left Reed College for good without graduating. He returned to California and got a job designing arcade games for Atari, one of the world’s first video game companies.” (p. 11)

The author states a claim about Steve Jobs and then provides a reason that he believes supports his claim.

“Steve was intelligent, but he found it difficult to motivate himself. At the age of nine, his teacher Imogene Hill spotted this and began bribing him with a few dollars to complete his work.” (p. 6)

The author’s examples show that Jobs followed only those pursuits that interested him.

“… he still sometimes went to classes that interested him, such as calligraphy…. and studied the religion of Zen Buddhism….” (p. 10)



Every module

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narrative,

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SUPPORTING A CLAIM Some students may struggle to understand the difference between reasons and evidence. Help students understand that reasons answer the questions Why am I making this claim? Why do I think this claim is true? Evidence then validates those reasons with examples, data, quotations, or other proof taken from the text.

Write an ArgumentPREPARE TO WRITE Tell students that they will be writing an argument that supports one of the author’s claims about Steve Jobs. Help students prepare to write by having them first consider these guiding questions about the claim:

•Who is the author of Steve Jobs? How will I include the author’s name in my writing?

•What is the claim? What does it mean? How can I restate the claim using my own words?

•What reasons might I have for believing the claim is true?

•What evidence from the text can I use to prove my reasons are valid?

SUPPORT A CLAIM Tell students that writers support a claim by providing evidence. To support the author’s claim, students will need to choose relevant evidence from the text.

Model finding text evidence to support the claim: I can look for information that Nick Hunter includes to show that Steve Jobs’s early experiences led to his success. I read on page 7 how Jobs first became interested in electronics. On pages 8 and 9, I read how Jobs’s friendship with Steve Wozniak led to a business venture. I can use these examples as evidence to support the claim. Next I’ll review the section “An independent mind” on pages 10 and 11.

QUOTE FROM THE TEXT Explain that in argument writing, writers often quote from their sources of information to prove their reasons are valid.

Model how to quote from the text: I will use the author’s words to prove that my reasons for believing the claim are valid. On page 10, Nick Hunter states that Jobs was an “independent thinker” and provides many examples. On page 11, Hunter describes Atari as a company that “deliberately tried to be different from more traditional companies” in order to show that Jobs was a perfect fit for this company.

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In every lesson,

students are taught

to carefully analyze,

synthesize, write to

sources, or defend

claims.

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OBJECTIVESIntroduce claim(s) and organize the reasons and evidence clearly. W.6.1.a

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1.b

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.6.8

Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.6

Recognize and correct inappropriate shifts in pronoun number and person.

L.6.1.c

Independent Writing PracticeWRITE Have students support the following claim using evidence from the text: The author of Steve Jobs attributes Jobs’s success as a business leader to his experiences early in life and his independent spirit.

Tell students to write a paragraph in which they will

•introduce the claim and give a clear reason that supports the claim.

•use relevant evidence from the text to prove the reason is valid.

•quote directly from the text.

Have students write their paragraph on p. 77.

CONVENTIONS If you wish to teach students about singular and plural pronouns, use the Conventions Mini-Lesson on p. 31. Encourage students to check that they have used pronouns correctly in their writing and that they have avoided inappropriate shifts in pronoun number.

DIGITAL OPTIONS Have students use computers or tablets to draft their writing. At the beginning of each unit, students may also wish to start a class blog where they can post their writing for each lesson. Allow time for students to read each other’s writing and post comments. Remind students how to constructively respond to each other’s writing.

Share WritingAsk volunteers to share their writing with the class. Invite the class to evaluate the relevance of the evidence that was presented. Encourage students to comment on the effectiveness of the quotations from the text.



Writing Keystone

Checklists will

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They provide

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writing narrative,

informative, or

argument pieces.

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ENGLISH LANGUAGE LEARNERSCONNECT PRONOUN FORMS Some students may have trouble identifying which plural pronouns correspond to singular ones. Use a simple graphic to help students connect singular and plural pronouns:he, she, it theyhim, her, it themI weme us

Here the antecedent for both pronouns is Ben and Emma. Therefore, both pronouns should be plural. The singular pronoun him should be changed to the plural pronoun them to avoid an inappropriate shift in number.

Ben and Emma stopped at the store because they wanted to buy a game. The store clerk told him the game was not in stock.Ben and Emma stopped at the store because they wanted to buy a game. The store clerk told them the game was not in stock.

In the second sentence, it is just Lily who went home to do homework. The plural pronoun they should be changed to the singular pronoun she to avoid an inappropriate shift in number.

Lily had lunch, and then she spoke with her teacher. Then they went home and did homework.Lily had lunch, and then she spoke with her teacher. Then she went home and did homework.

Conventions Mini-LessonSingular and Plural PronounsTEACH AND MODEL Remind students of the singular pronouns I, me, she, her, he, him, it and the plural pronouns we, us, they, them. Remind students that a pronoun must always agree with its antecedent—the noun to which it refers—in both gender and number. Explain that sometimes when a writer uses pronouns more than once to describe the same antecedent, the writer may mistakenly use a pronoun with the wrong number. Tell students they should always proofread carefully to correct any inappropriate shifts in pronoun number. Share the following models:

PRACTICE Say or write the following sentence: Jack asked for an apple, but Mom gave him a pear. Have students practice restating the sentence with the correct pronoun when you substitute a variety of singular and plural antecedents for Jack. Then have students use p. 77 for more practice with singular and plural pronouns.

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Daily Conventions

Mini-Lessons

provide instruction

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skills that students

can apply in their

speaking and

writing.

Allow students to

write in response to

reading in their own

digital workspace.

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OBJECTIVESFocus Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.6



Greek and Latin Roots vic, scrib• Write vicar and transcribe. Have

students identify the root vic or scrib in each word.

• Use each word in a sentence. Ask volunteers to guess the meaning of each word using the meanings of the roots and affixes, as well as the context clues from the sentences. Then use a dictionary to confirm, correct, or refine the meanings.

• Briefly discuss how the meaning of each root relates to the meaning of the corresponding word.


Determine an Author’s Point of View


SET THE PURPOSE Focus the instruction for the lesson by sharing with students the following Enduring Understanding: Learners understand that technological innovations can be both beneficial and challenging. Today we’re going to look at details and examples in a text to determine the author’s point of view about innovators and their technological innovations.

ENGAGE STUDENTS Share the following Essential Questions with students: How do readers analyze the ways authors introduce and elaborate on individuals, events, and ideas? How do writers assess the credibility of sources? Say: In this lesson, we will analyze the text to determine the author’s point of view as we learn more about Steve Jobs and Apple®. An author can use specific words, details, and examples that convey his or her perspective or attitude about a particular subject. For instance, words that have positive or negative meanings can help you determine what an author thinks about a subject.

READ As you introduce pp. 12–19 of this text, use the appropriate reading routine from pp. TR8–TR19. In this first reading, understanding what the text is mainly about should be the students’ purpose.

TURN AND TALK After reading, have students turn to a partner and discuss this question using examples from the text: How does the author suggest that Jobs’s reputation as a tough boss impacted Apple? What does this reveal about the author’s point of view about Jobs as a leader? Use the Think-Pair-Share Routine on pp. TR2–TR3. (Students should share examples such as: Jobs was focused on making the best product possible, p. 18; Jobs’s demands for the best product inspired his workers, p. 18; his demands resulted in a product that was easier for people to use, as well as a product that Jobs was happy with, p. 19. Students should respond that the author offers a positive point of view about Jobs as a leader, suggesting that Jobs’s tough approach benefited Apple.)



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ENGLISH LANGUAGE LEARNERSDOMAIN-SPECIFIC LANGUAGE Help students build their vocabulary of computer-related terms by having them create their own glossaries. Have students note the computer-related terms they encounter and look up the words. If possible, have students create their glossaries electronically for easy alphabetizing.

STRATEGIC SUPPORTUSE VISUALS Students might be unfamiliar with early versions of computers. Have students review the photos on pp. 12–19 in order to better understand the text descriptions of how computers changed over time. Ask students to point out similarities and differences between these computers and the computers they use today.

BY-THE-WAY WORDS During close reading, define for students the following words involving known concepts that can be stumbling blocks to comprehending the text. Allow students to look up the words in the glossary.

logo, p. 15: Tell students that logos are specially designed symbols or images that companies use to identify themselves.

shares, p. 17: Explain that shares are individual parts of the value of a company, which can be bought.

LESSON 2SECOND READ Close ReadCITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers use details and examples to determine the author’s point of view. Use these questions to guide the discussion. Ask students to support their answers with evidence.

•Have students review pp. 12–14. Why does the author include information about Jobs’s and Wozniak’s different roles at Apple? (The author wants to show that each man had specific skills that contributed to Apple’s success, pp. 12–14.) DOK L2

•Have students review pp. 18–19. What details does the author emphasize about Jobs’s style as both a leader and designer? (his perfectionism; his willingness to redesign products; his passion, pp. 18–19) How do these details indicate the author’s point of view about Steve Jobs and Apple? (Possible answer: The author suggests that Steve Jobs’s intense drive and perfectionism were positive qualities that contributed to Apple’s success, pp. 18–19.) DOK L2

•Have students reread pp. 12 and 18. Why does the author describe what computers were like before Apple? (Possible answer: The author wants to show that early computers had many disadvantages, p. 12, p. 18.) What do these descriptions reveal about the author’s point of view? (These descriptions help emphasize the author’s point of view that Apple’s personal computers were remarkable innovations that improved upon older technology, p. 12, p. 18.) DOK L3

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Author’s Point of View

Quotation Point of View

“... Jobs and Wozniak became excited by the Altair 8800 ... .” p. 12

“Apple Computer could not have existed ...” p. 13

“... technical and engineering genius ...” p. 13

Wozniak is as enthusiastic as Jobs is about computers.

Wozniak is as essential to Apple’s success as Jobs is.

Wozniak’s skills and intelligence are needed at the company.


RI.6.4

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. L.6.4

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

RI.6.6

BENCHMARK VOCABULARY• ambitions, p. 14• launched, p. 19


•Havestudentsfindandreadsentencesfromthetextwiththewordsambitionsandlaunched.



PRACTICEHavestudentsusep.314intheReader’s and Writer’s JournaltoshowcontextualunderstandingoftheBenchmarkVocabulary.Monitorstudents’vocabularydevelopment.


AUTHOR’S POINT OF VIEW Remindstudentsthatauthorscanexpresstheirpointofviewbychoosingwordsthatconveyaspecificopinion.ProvidetheT-Chartonp.TR39.

MODEL Let’sconsidersomeofthestatementsaboutSteveWozniak.Onpage12,IreadthatbothWozniakandJobs“becameexcitedbytheAltair8800.”I’llrecordthisinthefirstcolumnofthechart.ThesewordshelpmeunderstandthattheauthorthinksWozniakisjustasenthusiasticaboutcomputersasJobsis.Next,I canreadpage13toidentifymorestatementsthatrevealtheauthor’spointofviewaboutWozniak.

PRACTICE/APPLY Havestudentsworkindependentlyorinsmallgroupstocompletethegraphicorganizer.UsetheSmall Group Discussion Routineonpp.74–75tohavestudentsdiscusshowtheauthor’swordchoiceinfluencestheirownimpressionofSteveWozniak.Checkunderstandingbycirculatingamongstudentsorgroups.Havestudentscompletep.315intheirReader’s and Writer’s Journal.



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ELeveled Text Library









Stamina

Independence

Tell students to continue reading their self-selected texts. Instead of students asking questions while reading, tell them to think about questions they have and use the text to come up with answers on their own.



Fluency

Critical Thinking

Comprehension

Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. We learned that the author’s word choice can reveal his or her point of view about a text’s subject or topic. If there is more than one possible way to feel about the topic, determining which way the author feels can help you understand the author’s point of view. As you read today, consider how the author presents information and identify opinion words you see in the text. You may list words that indicate a specific point of view. Write your list on a separate sheet of paper. Alternatively, have students log in to Pearson Realize to find an Independent Reading Activity that is appropriate for the text they are reading.

MONITOR PROGRESS•Process Focus: Have students record their reading in a daily reading

log, noting any parts of the text they found challenging or difficult. Prompt them to discuss with you any strategies they used for reading the sections of the text that they found difficult.

•Strategy Focus: Have students review their lists of opinion words with you. Ask them to describe the author’s point of view. Alternatively, have students log in to Pearson Realize and review with you the Independent Reading Activity they completed for their text.



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READING ANALYSIS SUPPORT

CONFERENCE

UNLOCK THE TEXT

WORD ANALYSIS





Use Write in Response to Reading on p. 314 of the Reader’s and Writer’s Journal to check students’ understanding of key ideas in Steve Jobs.





For students who struggle with determining author’s point of view in Steve Jobs, use this Support Reading Analysis Mini-Lesson.

AUTHOR’S POINT OF VIEW Use these guiding questions to help students complete the graphic organizer: Why do you think the author included information about Steve Wozniak in Steve Jobs? What is your opinion of Wozniak? What words in the text helped you form this opinion? If students need additional support, review with them the difference between a fact and an opinion. Then have students complete their Author’s Point of View charts.

Invite students to determine the author’s point of view about the Apple II. Direct students to the section “A new kind of Apple” on p. 14. Ask students to identify words about the Apple II that convey the author’s point of view about this technological innovation. Use the Think-Pair-Share Routine on pp. TR2–TR3.

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.6



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READING ANALYSIS EXTENSION

QUICK CHECK

MONITOR PROGRESS

If . . . students are reading without pauses,

then . . . review the text with them and help them locate and mark the points where they should pause.

If . . . students are pausing at inappropriate places,

then . . . model reading aloud students’ portion of the text with correct phrasing and then encourage students to read it back to you.

For fluent reading accountability, use the Oral Reading Fluency Quick Check. Today assess 2–3 students.

PHRASING Explain that reading with appropriate phrasing means pausing at logical breaks in the reading, such as at commas and periods and between phrases. Reading with appropriate phrasing allows listeners to follow along and grasp the meaning of a text. Model reading aloud p. 16 of Steve Jobs with appropriate phrasing. Then allow students to silently read p. 18 before they read it aloud with appropriate phrasing.

For students who can easily determine the author’s point of view in Steve Jobs, use this Extend Reading Analysis Mini-Lesson.

AUTHOR’S POINT OF VIEW Have students further explore the author’s point of view using the following extension discussion questions.

•What does the author’s point of view about Steve Wozniak on pages 12 through 14 help you to understand about Steve Jobs? (Possible answer: The author’s point of view about Wozniak suggests that Jobs could not have been as successful without Wozniak’s expertise to run the technological side of Apple.)

•Besides using opinion words, how does the author establish his point of view? (Possible answer: The author chooses specific facts and details to establish his point of view. For example, on p. 14, the author writes that the Apple II was “the fastest-selling personal computer in history at that time.” This factual detail helps the reader recognize the author’s positive point of view about Jobs and Jobs’s technological innovations.)

•Why do you think the author expresses his point of view in this biography rather than just providing factual information? (Possible answer: The author might want to influence what or how readers think about Steve Jobs by portraying Jobs as a remarkable innovator and successful entrepreneur.)

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.6





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OBJECTIVESDraw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.5


W.6.9.b

Argument WritingMake a Claim Expressing Point of ViewSET THE PURPOSE Remind students that the author’s point of view is his or her opinion or attitude toward the subject of the writing. However, the author’s point of view is often not stated explicitly. Readers must use clues, such as the author’s word choice, to identify the point of view. The words an author uses can contribute to the reader’s overall impression of the topic. As students determine the author’s point of view, provide the following questions to guide their thinking:

•Why did the author choose this subject? What is the importance of the subject?

•What examples, details, quotations, or anecdotes does the author include about this subject? Why do you think he or she made these particular choices?

•What words in the text convey an opinion?

TEACH AND MODEL Explain that authors carefully choose words that express their point of view about a subject. Provide the following model to help students identify words that convey a particular point of view:

STUDENT MODEL

These positive and negative words and phrases contribute to the reader’s overall understanding that the author has a very favorable impression of computers.

The positive words life-changing, easy, and enjoy highlight the author’s point of view that computers make life better.

Problematic, too much time, tedious, and difficult are negative words and phrases used to support the author’s opinion that people are at a disadvantage without computers.

Computers are one of the most life-changing technological innovations of the past century. Before the invention of the computer, getting information and completing certain tasks were quite problematic. For example, people had to spend too much time on tasks such as conducting research at libraries. What takes only minutes now used to take hours of tedious work. Now it’s as easy as clicking a mouse to find information about almost everything! It’s fair to say that most people enjoy having access to computers. Life would be much more difficult without them.



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STRATEGIC SUPPORTIDENTIFYING OPINIONS Students may have difficulty recognizing opinion statements when the statement sounds factual. Read the following example from the sidebar on p. 13: “Apple Computer could not have existed without the technical and engineering genius of Wozniak.” Explain that one way to identify an opinion statement is to ask if the statement is clearly true. Another way is to ask if there is another possible perspective or opposing view.

Write an ArgumentPREPARE TO WRITE Explain that students will write about how the author’s point of view shapes their own point of view about Steve Jobs. Remind students that analyzing an author’s word choice helps readers determine the author’s specific point of view.

Tell students to consider these guiding questions as they write:

•What kinds of words does the author use to describe Steve Jobs?

•What do these words tell me about the author’s opinion of Jobs?

•Does this point of view affect what I think about Jobs?

•What are my impressions of Steve Jobs after reading the text?

ANALYZE POINT OF VIEW Tell students that an author’s point of view is not always explicitly stated in biographies, but the author’s word choice might reveal what he or she thinks about the subject.

Model analyzing the author’s point of view: Let’s look at the text in the “Commitment to quality” sidebar on page 18. I see that the author uses the words tough and totally focused to describe Steve Jobs. The author also uses these phrases about Jobs’s leadership: “commitment to quality,” “demands were sometimes difficult,” “inspired the people who worked with him.” All of these words and phrases tell me that the author believes that Steve Jobs was committed to challenging his employees in order to produce quality products.

MAKE A CLAIM Remind students that a claim is a statement that a writer believes is true.

Model making a claim based on an analysis of the author’s point of view: Based on the author’s word choices in Steve Jobs, I have a positive impression of Jobs. My claim will be: Steve Jobs was a dedicated and effective business leader. The favorable words and phrases that I identified in this section of text are my reasons for making this claim.

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W.6.1.b

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.1.d



Independent Writing PracticeWRITE Have students reread pp. 14–15 to identify word choices that indicate the author’s point of view about Steve Jobs and Apple. Ask students to write a paragraph that makes a claim conveying their point of view about Steve Jobs. Students should support the claim with a reason that tells how the author’s point of view influenced their claim. Have students write their paragraph in their Reader’s and Writer’s Journal on p. 316.

CONVENTIONS If you wish to teach students about pronoun-antecedent ambiguity, use the Conventions Mini-Lesson on p. 41. Encourage students to carefully check their argument writing to ensure that they avoid using vague or ambiguous pronouns.

DIGITAL OPTIONS Have students use computers or tablets to draft their writing. Then have students peer-edit a partner’s paragraph electronically. If your school uses a cloud-based system, students may go online to make suggestions or comments in each other’s documents. Otherwise, you may help students learn to use the commenting and “track changes” functions in your school’s word processing software to make comments and suggested edits.

Share WritingAsk volunteers to share their writing with the class. Invite students to comment on whether they chose the same key words, and discuss how choosing different key words may have given students similar or different impressions of Steve Jobs.



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PRONOUNS AND ANTECEDENTS Help students understand pronouns and their antecedents by providing example sentences in which students circle the pronoun and draw an arrow to its antecedent. Explain that the prefix ante- means “before” and that the antecedent of a pronoun usually appears before the pronoun in a sentence.

The antecedent of the pronoun it is ambiguous. It’s not clear whether the writer lost the key or the backpack.

I put the key in my backpack, and then I lost it.

The writer can fix the problem by repeating the noun backpack.

I put the key in my backpack, and then I lost the backpack.

The writer can recast, or rephrase, the sentence.

I lost my backpack after I put the key in it.

The antecedent of the pronoun he is ambiguous. It’s not clear whether Tom or Fred was the president.

Tom and Fred started a business together, but he was the president.

The writer repeats the name Fred to clarify which person was the president.

Tom and Fred started a business together, but Fred was the president.

Conventions Mini-LessonPronoun-Antecedent AmbiguityTEACH AND MODEL Review the terms pronoun and antecedent with students. Explain that a pronoun’s antecedent should always be clear. Explain that if a sentence contains more than one noun, the noun that the pronoun refers to may not be clear to the reader. Add that the writer can correct an ambiguous antecedent by replacing the pronoun with a noun or by recasting, or rephrasing, the sentence. Share the following models:

PRACTICE Provide the following example of an ambiguous sentence. Say: Mara dropped her phone onto her tablet, and it broke. Ask students to think of at least one way to correct the sentence. Then have them practice correcting ambiguous antecedents on p. 316 of their Reader’s and Writer’s Journal.

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Greek and Latin Roots ques, cogn, vic, scrib• Ask students to recall the

meanings of the roots ques, cogn, vic, scrib.

• Write request, incognito, vicariously, describe. Have students use roots and affixes to tell the words’ meanings.

• Ask students to use a dictionary to verify the words’ meanings. Then have students use each word in a sentence.


Analyze How a Central Idea Is Developed in a Text


SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Readers understand how authors introduce and elaborate on individuals, events, and ideas. Say: As we continue reading Steve Jobs, we will pay attention to how an author uses details to develop a central idea throughout a text.

ENGAGE STUDENTS Remind students of the Essential Questions for this module: How do readers analyze the ways authors introduce and elaborate on individuals, events, and ideas? How do writers assess the credibility of sources? Tell students: In addition to providing information about a person’s life, biographers often have a central idea they want to convey. In this lesson we are going to learn how readers can use key ideas and details to understand how an author develops that central idea.

READ As you introduce pp. 20–29, use the appropriate reading routine from pp. TR8–TR19. In this first reading, understanding what the text is mainly about should be students’ purpose.

TURN AND TALK After reading, have students turn to a partner and discuss this question using examples from the text: What did Steve Jobs learn from each of his business experiences with Apple®, NeXT, and Pixar? Use the Think-Pair-Share Routine on pp. TR2–TR3. (Students may share examples such as: with Apple, Jobs learned about the difficulty of sharing control of a company with a CEO, pp. 20–21; from NeXT, Jobs learned what failure feels like and the importance of getting outside help, p. 23; at Pixar, Jobs changed his reputation for “interfering in all aspects of a project” by trusting his team of animators, p. 24.)

As you check students’ understanding, make sure they are using best practices for speaking and listening as outlined in the routine.

OBJECTIVESFocus Determine a 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.

RI.6.2


Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.5

Sleuth Text Complexity Rubric p. 73.



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ENGLISH LANGUAGE LEARNERSMULTIPLE-MEANING WORDS Help students understand that the word founder is a noun and that the base word, found, means “to set up” or “to establish.” The suffix -er means “the person who.” The meaning of found here is different from the verb found, which is the past tense of find, meaning “to locate someone or something.”

STRATEGIC SUPPORTCENTRAL IDEA Students may have difficulty distinguishing between supporting details and a central idea. Help students understand that details and central ideas have a part-to-whole relationship. Point out that details are smaller pieces of information—or parts—that the author includes to develop one central (or whole) idea.

BY-THE-WAY WORDS During close reading, define for students the following words involving known concepts that can be stumbling blocks to comprehending the text. Allow students to look up words in the glossary.

executive, p. 20: Tell students that an executive is someone who has a senior position or an important job within a company.

founder, p. 21: Explain that a founder is someone who starts a company or organization.

LESSON 3SECOND READ Close ReadCITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers can trace the development of an author’s central idea by analyzing details found throughout the text. Use these questions to guide the discussion.

•In the “Innovation” sidebar on page 28, the author states the central idea of Steve Jobs. What examples does the author provide in the book that support the ideas in this sidebar? (The section “Making movies” demonstrates Jobs’s creativity and curiosity, p. 24. Jobs’s successful iMac introduced new technology and was unlike any other computer in design and function, p. 28. Bill Gates describes Jobs as the best “inspirational leader … I’ve ever met,” p. 29.) DOK L3

•Why is innovation a central idea in Steve Jobs? (Innovation, the author believes, is why Apple is one of the biggest companies with some of the most popular technology, and Apple could not have succeeded without Jobs’s vision, pp. 27–29.) DOK L3

•Why does the author include details in the text about Bill Gates and George Lucas? (Both men possess the qualities of the “best entrepreneurs” and were responsible for pioneering new technologies—a central idea in this biography, pp. 21, 24.) On page 23, why does the author include details about Jobs’s “lesson in failure” at NeXT? (These details support the central idea, expressed in the sidebar, that “entrepreneurs need to recognize the things they are good at” as well as when they “need outside help,” p. 23.) DOK L3

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RI.6.4

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. L.6.6

Determine a 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. RI.6.2

BENCHMARK VOCABULARY• prosper, p. 21• accessible, p. 23• marketed, p. 28


•Havestudentsfindandreadsentencesfromthetextwiththewordsprosper, accessible, and marketed.



PRACTICEHavestudentsusep.317intheReader’s and Writer’s JournaltoshowcontextualunderstandingoftheBenchmarkVocabulary.Monitorstudents’vocabularydevelopment.


CENTRAL IDEA Tellstudentsthatanalyzinghowdetailsrelatetooneanothercanshowhowtheauthordevelopsacentralideathroughoutatext.ProvideWebBonp.TR45withthecentralideafilled in.

MODEL Let’slookatpage21tofinddetailsaboutJobs’sroleasaleader.IseethatJobshadproblemsbecausehe“likedandexpectedtobeincontrol.”I’llwritethatintheweb.I’llcontinuelookingfordetailsaboutJobsasaleader.Eachdetailcanhelpmedeterminetheauthor’scentralideaaboutJobsasaleader.

PRACTICE/APPLY Havestudentsworkindependentlyorinsmallgroupstocompletethegraphicorganizer.UsetheSmall Group Discussion Routineonpp.74–75tohavestudentsdiscussdetailsaboutJobs’sreturntoApplethatsupportthecentralideathatJobs’sleadershiprevivedApple.Checkunderstandingbycirculatingamongstudents.

Central Idea

Jobs’s leadership experiences taught him skills for success.

Apple: Jobs had problems because he “liked and expected to be in control.”

Pixar: Jobs “trusted his team,” rather than interfering with their work.

Apple: Jobs made “tough decisions” and developed innovative products to revive Apple.

NeXT: Jobs learned the importance of getting “outside help.”



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Tell students they will continue reading without assistance today. Ask them to self-assess their comprehension of the text and how their choice of text allowed them to easily read without help from others.



Fluency

Critical Thinking

Comprehension

Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. We learned that authors can convey central ideas by including details in a text that help to develop these ideas. As you are reading today, write a list of details that you think are important in the author’s development of the central idea. Think about why the author includes specific pieces of information and how this information contributes to your overall understanding of the text. Alternatively, have students log in to Pearson Realize to find an Independent Reading Activity that is appropriate for the text they are reading.

MONITOR PROGRESS•Process Focus: Have students record their reading in a daily reading log.

Ask them about any questions they had as they read and how they found the answers.

•Strategy Focus: Have students review their lists. Ask them to determine what central idea the author is trying to convey by including these particular details. Have students explain how each detail contributes to the development of this idea. Alternatively, have students log in to Pearson Realize and review with you the Independent Reading Activity they completed for their book.



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CLOSE READING SUPPORT

CONFERENCE

UNLOCK THE TEXT

WORD ANALYSIS





Use Write in Response to Reading on p. 317 of the Reader’s and Writer’s Journal to check students’ understanding of key ideas in Steve Jobs.





For students who struggle with close reading, use this Support Mini-Lesson for Sleuth.

SLEUTH WORK Have students read “Getting Comfortable” on pp. 38–39 of Sleuth. Then discuss the following questions with the group. Have students use text evidence to support their answers.

GATHER EVIDENCE Which descriptive words and phrases tell you how Amari feels at the beginning of the story? (whined, reluctantly, hesitated) At the end? (excitement, eagerly, grinned)

ASK QUESTIONS What questions do you have about Amari and Ernesto’s developing friendship? (Answers will vary.)

MAKE YOUR CASE What do you think Amari learned from his experience at Sunnydale? (Possible answers: Volunteering is rewarding. Age isn’t a barrier to friendship. Don’t prejudge people.)

PROVE IT! Have students write three “talking points” that Amari could use in a presentation about his experience.




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CLOSE READING EXTENSIONFor students who are adept or excel at close reading, use this Extend Mini-Lesson for Sleuth.

SLEUTH WORK Have students read “Getting Comfortable” on pp. 38–39 of Sleuth. Then discuss the following questions with the group. Have students use text evidence to support their answers.

GATHER EVIDENCE How does the author imply that Amari and Ernesto might not initially feel comfortable? (Answers may include: The author tells how Amari and Ernesto did not exchange a single word after they met; there were also “several awkward moments of silence.” The author uses Amari’s viewpoint to describe Ernesto’s movements—how they took a “seemingly endless” period of time to complete. This shows Amari’s impatience with Ernesto. The author chooses the word announced to describe how Ernesto speaks to Amari and the words steeled himself to show how Amari is dreading this interaction with Ernesto.)

ASK QUESTIONS What questions do you have about the role of technology in this story? (Answers will vary.)

MAKE YOUR CASE Why is the title of this story “Getting Comfortable”? (During the story, Amari becomes emotionally comfortable with his volunteer assignment at Sunnydale.) Point out the details that support your answer. (In the beginning, Amari slams the car door and acts nervous because he is out of his comfort zone. He starts to feel comfortable when Ernesto pulls out a game that Amari knows and likes.)

PROVE IT! Have students fill in a chart with information from the texts “Getting Comfortable” and Steve Jobs about the benefits of technology.

After students discuss the Sleuth Work, direct them to pp. 318–319 of their Reader’s and Writer’s Journal to further explore “Getting Comfortable.”






Sleuth

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OBJECTIVESWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.5

Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9


W.6.9.b

Argument WritingState a Claim with Supporting ReasonsSET THE PURPOSE Remind students that a claim is a statement of the writer’s opinion or belief about a certain topic, based on the information the writer reads about that topic. Explain that every piece of argument writing should begin with a claim.

Emphasize that a good claim should:

•clearly state the topic and the writer’s opinion about that topic. (It may include phrases such as “I believe” and “in my opinion,” but these qualifiers are not necessary.)

•answer the question “What point am I trying to make in my argument?”

•be based on (and follow logically from) information in the text.

TEACH AND MODEL Explain that a claim is the first part of an introductory paragraph in argument writing. The remainder of the paragraph should provide logical reasons that the writer will later support with evidence from the text (or other valid and credible sources).

Point out that a strong, well-written claim and introductory paragraph engage readers’ interest and prepare them to consider and evaluate the writer’s reasons. Provide the following model from the “Innovation” sidebar on p. 28 of Steve Jobs:

Each sentence elaborates on the author’s claim and ties it to some aspect of Jobs’s life or career. Each sentence states a reason in support of the claim—a reason that the writer could support with facts and examples in later paragraphs.

“Jobs’s greatest successes came from doing something new or doing something in a new way. Partly, this innovation came because Jobs was naturally creative and curious about the world. He also encouraged innovation among the people he worked with.”

This sentence is a claim statement. It is a clearly worded opinion about entrepreneurs. The author is telling why he believes the best entrepreneurs succeed.

“The best entrepreneurs succeed because they do something that other people have not thought of yet.”



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STRATEGIC SUPPORTELEMENTS OF ARGUMENTS Help students understand the difference between opinion writing and writing a claim for an argument. Point out that opinions are based on a person’s feelings or preferences about something, and opinions do not need to be supported by reasons or evidence. A claim in an argument must include relevant reasons that can be supported with evidence such as facts, data, statistics, or quotes from experts.

Write an ArgumentPREPARE TO WRITE Explain that students will write an introductory paragraph of an argument by stating a claim and providing supporting reasons. Remind students that the claim is stated first, followed by reasons that support the claim. Let students know that text evidence will follow later and will not be part of the introductory paragraph.

Tell students to follow these steps as they write their paragraph:

•Decide what the claim will be, based on what they have read.

•State the claim using clear wording about what they believe to be true.

•State the reasons that support the claim.

DETERMINE AND STATE A CLAIM Have students review pp. 20–29 of Steve Jobs and think of something they have an opinion about in the text. Advise students to look for content that led them to this opinion.

Model determining and stating a claim: I read about what Steve Jobs did during his time away from Apple. I can reread the text to decide whether or not his time away from Apple was beneficial to him as a leader. Once I decide what I think is true, I can state this as a claim: “Steve Jobs’s time away from Apple was beneficial to him as a leader.”

GIVE SUPPORTING REASONS Point out that in the introductory paragraph, students will briefly state reasons that support the claim and can later be substantiated by evidence they find in the text. Remind students that the reasons will tell why they think the claim is true.

Model giving reasons to support a claim: My claim is: “Steve Jobs’s time away from Apple was beneficial to him as a leader.” Now I will consider why I believe this claim is true. I will think about everything I read about Jobs’s time away from Apple. I think Jobs’s time away from Apple was beneficial to him because he learned many important lessons about leadership during this time. This is the reason that supports my claim.

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W.6.1.b



Ensure that pronouns are in the proper case. L.6.1.a

Independent Writing PracticeWRITE Have students write a paragraph that includes a claim and related reasons for making the claim. Students should state their claim using strong, clear wording about something they read that they believe to be true. Students should follow the claim with logical reasons. Have students write their paragraph in their Reader’s and Writer’s Journal on p. 320.

CONVENTIONS If you wish to teach students about pronoun cases, use the Conventions Mini-Lesson on p. 51. Encourage students to pay attention to the cases of the pronouns they use in writing their paragraph.

DIGITAL OPTIONS You may wish to have students write their paragraph as a screen in a presentation software program, with the reasons listed as bullet points beneath the claim. Laying out their paragraph in this way may help some students focus on their reasons and more clearly visualize how these reasons connect to the claim. Students may also use the presentation software to share their writing.

Share WritingAsk volunteers to share their writing with the class. Ask the class to discuss whether the reasons given by each student support each claim, or the class may suggest additional reasons.

Writing Keystone Checklist

Stating and Supporting a Claim

Use this checklist to assess students’ argument writing. If students need additional support stating and supporting a claim, use Unlock Argument Writing beginning on p. 224 of the Scaffolded Strategies Handbook.

Achieved Notes

Using evidence from the text, support a claim made by the author.

Make a claim about Steve Jobs based on the point of view that the author presents.

State a claim and follow the claim with supporting reasons.



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ENGLISH LANGUAGE LEARNERSPRONOUN PLACEMENT In some languages, the subject pronoun is omitted when the subject of the sentence is understood. Explain that in English, the subject pronoun is never omitted. In some languages, too, the object pronouns are placed before the verb. Give examples of sentences with direct and indirect object pronouns (We saw him yesterday. Mom gave it to me). Have students practice writing simple sentences of their own.

The phrase her parents is the indirect object of the first sentence. Them is a pronoun in the objective case and replaces her parents.

Mena showed her report card to her parents.Mena showed her report card to them.

Your is a possessive adjective that modifies ice cream in the first sentence. Your ice cream is replaced with the possessive pronoun yours.

I’ve eaten my ice cream, but you haven’t eaten your ice cream.I’ve eaten my ice cream, but you haven’t eaten yours.

Brian is the subject of the first sentence. He is a pronoun in the subjective case and replaces Brian.

Brian scored the winning goal.He scored the winning goal.

Conventions Mini-LessonPronoun CaseTEACH AND MODEL Explain that pronouns have three cases: subjective, objective, and possessive.

•Pronouns in the subjective case (I, you, he, she, it, we, they) replace nouns that are the subjects of sentences.

•Pronouns in the objective case (me, you, him, her, it, us, them) replace nouns that are the direct or indirect objects of sentences.

•Pronouns in the possessive case (mine, yours, his, hers, its, ours, theirs) indicate possession.

Provide models such as the following to demonstrate pronoun case.

PRACTICE Have students practice replacing nouns with pronouns in sentences such as: Natalie gave her coat to Tim. Your book is here; my book is in the library. Have students practice with pronoun cases on p. 320 of their Reader’s and Writer’s Journal.

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Use the Scaffolded Strategies Handbook to provide additional support for the diverse learners in your class. The Performance- Based Assessment lesson in the handbook provides guidance with unlocking the task, breaking down the writing process, and examining conventions and craft.

UNIT 4 • MODULE A • PERFORMANCE-BASED ASSESSMENT

Performance-Based AssessmentOBJECTIVES

Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.a


W.6.1.b

Provide a concluding statement or section that follows from the argument presented.

W.6.1.e


Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.4

ARGUMENT TASKWRITE AN ARGUMENT

Using what they have read in Steve Jobs and Gadgets and Games as well as additional research, students will state a claim about what they believe to be the most valuable innovation. They will construct an argument and support their claim with clear reasons and relevant evidence. DOK L3Students will:

•introduce the claim and organize their reasons clearly.

•support their reasons with relevant evidence.

•use credible sources and demonstrate an understanding of the topic.

•use words, phrases, and clauses to clarify the relationships between the claim and reasons.

•establish and maintain a formal style.

•provide a conclusion that follows from the argument presented.

See p. 56 for a reproducible page for student distribution.

TEACHER NOTE You may wish to administer this assessment over multiple lessons.

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Jobs and Apple continued to amaze customers and business observers. Apple’s next venture into new territory was the iPhone. Calling it a “phone” told only part of the story—it was actually more like a mini-computer. Apple also encouraged software developers to create applications, or “apps,” for the iPhone. The huge range of brilliant or bizarre apps helped to make the iPhone into Apple’s most successful product.

—Steve Jobs, p. 35

Trade BookTeacher’s Guide

Scaffolded Strategies Handbook Text Collection

PrepareREVIEW Discuss the Essential Questions: How do readers analyze the ways authors introduce and elaborate on individuals, events, and ideas? How do writers assess the credibility of sources?

REVISIT THE TEXTS Remind students that both Steve Jobs and Gadgets and Games highlight technological innovations that have affected people’s daily lives and popular culture in significant ways. Explain that a valuable innovation is one that makes people’s lives easier or better somehow—for example, by improving access to information or helping people do their jobs. Have students read this passage about one of Steve Jobs’s innovations and think about whether they consider the iPhone® more or less valuable than some of the other innovations discussed in Steve Jobs and Gadgets and Games.

As students prepare to write their arguments, encourage them to think about their criteria for defining a valuable innovation. For example, ask students to consider how an innovation has affected their own lives and the lives of others. Have students categorize the innovations’ functions—such as entertainment, information, communication, navigation, and education—to help them decide which innovations provide the greatest value. Point out that these criteria and categories may provide reasons to support students’ claims. Explain that once students have determined their reasons, they can look for evidence to support those reasons. Students may use a Main Idea graphic organizer to help them frame their claim and note their reasons and evidence.

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CreateMATERIALS

•MainIdeagraphicorganizer,paper,andwritingimplements

•accesstotexts:Steve JobsandGadgets and Games

•accesstoresearchmaterials,suchasencyclopediasandonlineresources

•accesstocomputersortabletsanddigitalcamerasforstudentstodrafttheirwritingandincorporatevisualsormultimediacomponents(optional)

WRITE

Havestudentsworkinsmallgroupstodiscusstheinnovationsmentionedinthetextsandwhysomearemorevaluablethanothers.Tellstudentstochoosetheinnovationtheybelieveisthemostvaluable.

Havestudentsworkindividuallytoresearchtheirchoseninnovation.StudentsshouldusetheMainIdeagraphicorganizertorecordtheirideas,statingtheirclaimintheMainIdeaboxandlistingreasonsandevidenceintheKeyDetailsboxes.Givestudentstimetodrafttheirargumentsandexchangetheirdraftswithpartners.Tellstudentstofocusonwhethertheirpartnersusedrelevant,clearlystatedevidenceandwhethertheyincludedtransitionalwords,phrases,orclausestolinktheirclaimsandreasons.

Thenhavestudentswritetheirfinaldraftsandproofreadtheirwritingforcorrectuseofconventions.Beforetheypresenttheirwritingtotheclass,havestudentsprepareclean,legiblecopiesoftheirarguments.

DIGITAL OPTIONS Ifdesired,youmayincorporatetechnologyintothePerformance-BasedAssessment.Havestudentsusecomputersortabletstotypetheirarguments.Theyshouldbeabletotypeatleastthreepagesinasinglesitting.Youmayalsohavestudentschooseoneorbothoftheseoptions:searchonlineforimagesthatsupporttheirclaim,oruseadigitalcameratorecordbriefinterviewswithclassmatesorrelativesabouthowtheinnovationhasimprovedtheinterviewees’lives.

BEST PRACTICES

•Monitorgroupdiscussionstoensurethatstudentsconsiderseveralinnovationsandshareideasabouttherelativevalueoftheinnovations.

•Remindstudentsthattheirclaimshouldbesupportedbyreasons,andeachreasonshouldbesupportedbyevidencefromthetextsortheirresearch.

•Givestudentssufficienttimetoconsiderandincorporatetheirpartners’commentswhentheywritetheirfinaldrafts.

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Three-Column Chart

p. TR40

Scaffolded SupportIn order for all students to access the Performance-Based Assessment, additional supports can be provided as necessary.

CHECKLIST Provide a checklist, such as the one on p. 216 of the Scaffolded Strategies Handbook, that details expectations for this project. It will clarify for students what is being assessed.

GRAPHIC ORGANIZER To help students choose relevant evidence, work with individuals or small groups to complete a Three-Column Chart. Guide students to articulate three reasons for choosing the innovation they named as the most valuable. Have students write each reason at the top of a column in the chart. Then help students identify and list evidence from the texts and research materials that supports each reason. Ask guiding questions to help students explain why each detail is relevant. To simplify this task, you may wish to use the T-Chart graphic organizer (p. TR39) and have students focus on two reasons.

WRITING TASKS Preview writing tasks and/or break them down into smaller steps for clarity.

EDITING TASKS Before students prepare the final copies of their drafts, put them into pairs for peer-editing. Point out that trademarked innovations, such as the iPhone, sometimes have unconventional spellings or capitalizations. Tell students to make one pass through each other’s drafts to make sure the names of the innovations are spelled correctly throughout. Students should make a second pass to check all other instances of capitalization, punctuation, and spelling.



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ARGUMENT TASKWRITE AN ARGUMENT

Using what you have read in Steve Jobs and Gadgets and Games as well as additional research, state a claim about what you believe to be the most valuable innovation. Construct an argument and support your claim with clear reasons and relevant evidence.

Remember to

•introduce the claim and organize your reasons clearly.

•support your reasons with relevant evidence.

•use credible sources and demonstrate an understanding of the topic.

•use words, phrases, and clauses to clarify the relationships between the claim and reasons.

•establish and maintain a formal style.

•provide a conclusion that follows from the argument presented.

Performance-Based Assessment Grade 6 • Unit 4 • Module A

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Argument Writing RubricScore Focus Organization Development

Language and

VocabularyConventions

4

Claim is clearly stated. Claim is supported with clear reasons and relevant evidence.

Organization is clear and logical. Strong transitions consistently link reasons. Conclusion clearly follows from the argument.

Reasons are strongly supported with compelling, relevant evidence from credible sources.

A formal style is established and consistently maintained. Precise language is used to clarify relationships between the claim and reasons.

Command of conventions is strongly demonstrated.

3

Claim is stated. Claim is supported with reasons and adequate evidence.

Organization is clear with minimal flaws. Transitions link most reasons. Conclusion follows from the argument.

Reasons are supported with relevant evidence from credible sources.

A formal style is established but not consistently maintained. General language is used to clarify relationships between the claim and reasons.

Command of conventions is sufficiently demonstrated.

2

Claim is stated but lacks focus. Claim is somewhat supported with reasons and evidence. Reasons may be unfocused and poorly supported.

Organization is inconsistent. Transitions are vague. Conclusion is weakly supported by the argument.

Reasons are supported inconsistently. Evidence may be irrelevant or lack connection to the argument. Sources may not be credible.

The style is inconsistent throughout. Vague or insufficient language is used to clarify relationships between the claim and reasons.

Command of conventions is uneven.

1

Claim is unfocused or not stated. Reasons and evidence are irrelevant or unclear.

Organization is poor. Transitions are weak or nonexistent. Conclusion is absent or not connected to the argument.

Reasons are supported with little or no evidence. Sources are not credible.

The style is informal throughout. Relationships among claims and reasons are not clarified.

There is very little command of conventions.

0

Possible characteristics that would warrant a 0:•no response is given•student does not demonstrate adequate command of argument writing traits•response is unintelligible, illegible, or off-topic



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PresentPRODUCT LAUNCH Remind students that Steve Jobs introduced each of Apple’s new innovations to an audience of media and fans. Tell students that they will present their arguments about innovations in a similar format.

Have students prepare clean, legible copies of their arguments and set up any accompanying visuals and/or multimedia components before they present their arguments to the class.

•Set up the classroom. Provide a clear space at the front of the room for speakers. Arrange students’ chairs audience-style, facing the front of the room.

•Tell speakers to present their writing at a volume that will allow all audience members to hear them clearly.

•Encourage speakers to read with expression in order to generate some excitement about the innovation they chose to highlight.

•Have audience members imagine that they are fans of the companies producing the innovations or that they are media members reporting on the presentations. Encourage them to ask questions that clarify the evidence supporting the speakers’ claims about the innovations’ value.

•Remind speakers to pause at appropriate moments during their presentations to refer to their visuals or multimedia components. Tell speakers to explain to the audience how the visuals support their claim about the innovation.

DIGITAL OPTIONs If you chose to incorporate technology into the Performance-Based Assessment, then have students create an online “Gallery of Innovations” on the class Web site, featuring their arguments, along with the illustrations they found and the video clips they filmed to support their claims. Guide students in formatting their arguments and inserting the visuals in the appropriate places. Help students upload the video clips to a video hosting site and embed links to the clips in their writing.

Share the Gallery of Innovations with other classes and/or with parents, and encourage readers to post comments telling which innovations they believe are the most valuable. You may wish to continue the conversation by having students post thoughtful responses to the comments, citing evidence to support their ideas.

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Reflect and RespondLOOKING AHEAD For students who received a score of 0, 1, or 2 on the rubric, use the following suggestions to support them with specific elements of the Performance-Based Assessment. Graphic organizers and other means of support will help guide students to success as they complete other Performance-Based Assessments throughout the school year.

If . . . students struggle with planning a clearly organized argument,

then . . . guide them in creating an outline with separate sections for introducing the claim, citing reasons, and stating the conclusion.

If . . . students have difficulty distinguishing between relevant and irrelevant evidence,

then . . . have them answer the following questions about each piece of evidence: Does this fact tell me how the innovation helped people? Does this fact tell me why the innovation is better than previous products?

If . . . students struggle to identify credible online sources for their research,

then . . . give them a list of criteria for identifying reliable Web sites or provide a list of preapproved Web sites for students to use and explain why each site is a credible source.

If . . . students have difficulty writing in a formal style,

then . . . provide examples of formal and informal writing and review the characteristics of each. Encourage students to compare and contrast the language in each and point out differences.

If . . . students have difficulty incorporating visuals or video clips into their presentations,

then . . . allow them to practice their presentations with a partner and exchange feedback about when and how to present and explain the visuals.



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Word AnalysisLessons

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Lesson 1

UNIT 4 • MODULE A • WORD ANALYSISLESSONS

1–5

Word AnalysisGreek and Latin Roots ques, scribINTRODUCE Review that many words can be broken into meaningful parts that include roots, prefixes, and suffixes. One strategy that good readers use when they come to an unfamiliar word is to identify parts of the word with which they may be familiar. Readers use that knowledge and context clues to determine the meaning of the unfamiliar word.

Display these words and read them aloud with students: questionable, quest, conquest. Ask students to identify the word part that is common in each word, and then underline the letters ques. Explain that many English words are made up of word parts from the Greek or Latin languages and that the parts that form the base of words are called roots. The word part ques is a root that means “to ask or to seek.” Repeat the procedure, using these words with the root scrib: inscribed, indescribable, scribbler. Explain that the root scrib means “to write.”

PRACTICE Display the following sentences.

It’s questionable whether the injured quarterback will play in the game.

Her quest to find the book ended when she spotted it on the shelf.

Use the first sentence to model how to determine the meaning of questionable. I see the root ques in the word questionable, and I know that the root means “to ask or to seek.” There seems to be a question about whether or not the quarterback will be able to play in the game. In this sentence, I think the word questionable means “not certain; doubtful.” I will use a dictionary to check my thinking. Continue with the remaining sentence for ques and the following sentences for scrib:

The names of the honor roll students are inscribed on the plaque.

The beauty of the sunset is indescribable.

APPLY Have pairs work together to use their understanding of the meaning of each root and context clues to determine the meaning of the underlined word in each sentence.

Did the doctor prescribe medication for your cold?Be sure to fill out the questionnaire about how you spend your free time.

Use for explicit instruction with Greek and Latin roots ques, cogn, vic, scrib.

Use for review and more practice.

LESSONS 4–5

LESSONS 1–3

SKILL• Greek and Latin

roots ques, cogn, vic, scrib

OBJECTIVES• Identify Greek and

Latin roots ques, cogn, vic, scrib.

• Decode and read words with Greek and Latin roots ques, cogn, vic, scrib.

• Determine the meaning of words with Greek and Latin roots ques, cogn, vic, scrib.

• Form sentences using words with Greek and Latin roots ques, cogn, vic, scrib.

COMMON CORE STATE STANDARDSL.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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Lesson 2

Letter Tile Drag and Drop

Word Analysis Games

Word AnalysisGreek and Latin Roots cogn, vicINTRODUCE Display the following list of words and read them aloud with students: cognition, recognizable, cognizant. Ask students to identify the word part that is common in each word, and then underline the letters cogn. Review that cogn is a root, and explain that it means “to learn or to know.” Repeat using words with the root vic: vicar, vicariously, vicarage. Explain that the root vic means “to change, to substitute, or to act as a deputy.”

PRACTICE Display the following sentences.

A serious brain injury can affect a person’s cognition.My friend is recognizable even from a distance because she always wears a floppy hat.

Use the first sentence to model how to determine the meaning of cognition. I see the root cogn in the word cognition, and I know that the root means “to learn or to know.” Your brain helps you learn, but what happens when your brain is injured? In this sentence, I think cognition means “how a person learns.” When a person’s brain is injured, the ability to learn, or cognition, is affected. I will use a dictionary to check my thinking. Repeat the procedure with the remaining sentence for cogn and the following sentences for vic:

A vicar can act as a representative for a higher-ranking member within a church.

Since I can’t go to Paris, I will live vicariously through my friend’s experience.

APPLY Have pairs work together to use their understanding of the meaning of each root and context clues to determine the meaning of the underlined word in each sentence.

The boy was cognizant of the importance of studying in order to do well on the test.

Some vicars are in charge of a church and live in a vicarage.



Unit 4 • Module A • Lessons 1–5 63


Lesson 3

Lessons 4 and 5

UNIT 4 • MODULE A • WORD ANALYSIS

Word AnalysisGreek and Latin Roots ques, cogn, vic, scrib and AffixesREVIEW Remind students that good readers use their knowledge of word parts, such as roots, prefixes, and suffixes, to help them understand entire words. Display the chart below and explain that students will identify and define meaningful word parts to determine the meaning of words.

Root/Meaning

Prefix/Meaning

Suffix/Meaning

Meaning of Word

transcriberrequestionvicaressprecognitive

PRACTICE/APPLY Have pairs work together to complete the chart. Define the affixes trans- (“across”), -er (“one who”), re- (“again”), -ess (“woman”), pre- (“before”), and -ive (“pertaining to”). Then have students use each word in a sentence.

Review and More PracticeGREEK AND LATIN ROOTS ques, cogn, vic, scrib Have students read the sentences below and use their understanding of the meaning of Greek and Latin roots and context to define the underlined words. Then have students use each underlined word in a sentence.

I got a vicarious thrill looking at the photographs of her vacation.

The famous actor is incognito in a cap and sunglasses.

She requests that her guests do not bring gifts to the party.

The woman scribbled a grocery list as she hurried out the door.



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Word AnalysisCheck Progress

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ASSESS FOR INSTRUCTION • WORD ANALYSIS

MONITOR PROGRESSIf . . . students have difficulty using Greek or Latin roots to determine the meaning of words, then . . . reteach the appropriate lesson. Focus on the meaning of each root and make lists of words with the same roots. Have students use dictionaries to determine the meanings and origins of the words.

If . . . students have difficulty with inferred word meanings, shades of meaning, or connotation and denotation,then . . . reteach the lesson that targets the skill with which students are having difficulty. Help students use dictionaries to identify the precise meanings of words.

If . . . students have difficulty with figurative language, context clues, or multiple-meaning words, then . . . reteach the appropriate lesson and show students how to use dictionaries, thesauruses, and other sources to determine the precise definitions of words and parts of speech.

Check ProgressINFORM INSTRUCTION Use the reproducible pages that follow to assess students’ word-analysis skills and their word reading in context. Make sure students understand that they should mark each answer by circling the letter. Use the results to inform instruction.

ANSWER KEY for pp. WA67–WA69

1. B furious 2. D vicarship3. C independence4. A onomatopoeia5. D all arms and legs6. B demographic7. D barren8. C significant

9. B collect or gather together10. B asked persistently11. A stated no strong opinion 12. C archrival 13. B Mischievous Moose14. A the definition of outstanding

e-mails as unanswered e-mails

15. D Miguel won a prize based on the depth of his research.

SKILLS• GreekandLatinrootsques, cogn, vic, scrib

• figurativelanguage• inferredwordmeanings

• shadesofmeaning• contextclues• connotationanddenotation

• multiple-meaningwords

• GreekandLatinrootsastr, sol, tele, medi, arch, dem, phil, geo

UNIT 4

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Unit 4Check Progress

WORD ANALYSIS

Read each question. Circle the letter of the correct answer.

1. Which word below is closest to the meaning of the underlined word in this sentence?

Marta was livid when her younger sister lost Marta’s favorite necklace.

A confused C suspicious

B furious D distracted

2. Which of the following words has the root vic meaning “deputy”?

A convict C clavicle

B serviced D vicarship

3. Which meaning of the word latitude is used in this sentence?

Students enjoyed latitude to select different genres of books for their reports.

A direction C independence

B degree of brightness D celestial location

4. The word whooshed, which can be used to imitate a sound, is an example of what type of figurative language?

A onomatopoeia C hyperbole

B alliteration D idiom

5. Which phrase in the following sentence relates to the connotation of lanky?

Unlike Dev, his older brother Alex was quite tall and very lanky, all arms and legs.

A Unlike Dev C quite tall

B his older brother D all arms and legs

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Copyright ©

Pearson E

ducation, Inc., or its affiliates. All R

ights Reserved.

Name


6. Which of the following words has the root dem meaning “people”?

A demotion C demoralized

B demographic D demolition

7. Which word below has a more descriptive connotation than the underlined word in this sentence?

The plain landscape was deserted by every living thing.

A lush C vast

B ancient D barren

8. What is the meaning of critical in this sentence? Use context clues.

Critical food shortages after a drought led to improvements in food production.

A approximate C significant

B vanishing D measured

9. Which meaning of the word raise is used in the following sentence?

The school raffle is intended to raise funds for acquiring more modern equipment for the science lab.

A lift to a higher level C increase the strength of

B collect or gather together D bring to maturity

10. Which phrase below conveys the tone of badgered in the following sentence?

Nan has badgered her parents for a new backpack since the first day

of school.

A asked obediently C asked reluctantly

B asked persistently D asked considerately

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11. What is the inferred meaning of waffled in this sentence?

Most students waffled and shrugged their shoulders when asked about cafeteria food.

A stated no strong opinion C felt the question was unfair

B were happy to answer D disagreed with the question

12. Which of the following words has the root arch meaning “chief”?

A archways C archrival

B archaeology D archery

13. Which of the following is an example of alliteration in this sentence?

The long-awaited novel “The Mischievous Moose” was so popular that an army of readers stormed the bookstore to buy it.

A long-awaited novel C army of readers

B Mischievous Moose D stormed the bookstore

14. Which context clue helps you determine the meaning of the word outstanding?

When Keiko returned from vacation, she replied to her outstanding e-mails. Her unanswered e-mails had piled up while she was on her trip, just as her phone messages had.

A the definition of outstanding e-mails as unanswered e-mails

B the comparison of piled-up e-mails to piled-up phone messages

C the use of the word trip as a synonym for the word vacation

D the repetition of the word e-mails in the second sentence

15. In which sentence does the word depth mean “thoroughness”?

A The depth of the water table varies depending on the season.

B The painting of the garden showed a great depth of color.

C Ela recognized the caller as Tom by the depth of his voice.

D Miguel won a prize based on the depth of his research.

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Teacher Resources

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Text Complexity Rubrics

QUANTITATIVE MEASURES

LEXILE 1010L

AVERAGE SENTENCE LENGTH 14.93

WORD FREQUENCY 3.45

PAGE COUNT 48

QUALITATIVE MEASURES

LEVELS OF MEANINGaccessible biography (founder and CEO of Apple®); clear purpose with single level of meaning

STRUCTUREseries of chronological sections with headings; table of contents, captioned photographs, map; glossary, resources, and index

LANGUAGE CONVENTIONALITY AND CLARITY

topic-specific vocabulary, primarily in boldface and defined in the glossary (blogs, entrepreneurs, microprocessor, circuit board, investors)

THEME AND KNOWLEDGE DEMANDSfamiliarity with computers and technological innovations; basic understanding of entrepreneurship

READER AND TASK SUGGESTIONS

PREPARING TO READ THE TEXT LEVELED TASKS

Before reading the text, work with students to brainstorm a list of text features and their purposes. After brainstorming the list, have students flip through the book and identify any text features that appear on their list.

After students read the text, invite them to choose one technological invention created by Steve Jobs. Students can then create a two-column chart to describe the benefits and the challenges of the invention. They should label the left column of the chart “Advantages” and the right column of the chart “Disadvantages.” They can share their ideas in a small group.

Text Complexity MeasureUse the rubric to familiarize yourself with the text complexity of Steve Jobs.

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TEACHER RESOURCES • TEXT COMPLEXITY RUBRICS

QUANTITATIVE MEASURES

LEXILE 960L

AVERAGE SENTENCE LENGTH 15.42

WORD FREQUENCY 3.61

QUALITATIVE MEASURES

LEVELS OF MEANING realistic fiction; figurative language: idiom

STRUCTURE dialogue; events happen chronologically

LANGUAGE CONVENTIONALITY AND CLARITY

clear, conventional language; use of italics to call out words; use of signal words for sequence

THEME AND KNOWLEDGE DEMANDSa perspective that is likely very similar to one’s own or common to many; simple theme; text assumes little prior knowledge

READER AND TASK SUGGESTIONS

PREPARING TO READ THE TEXT LEVELED TASKS

Ask students to predict the traits or characteristics of a person who lives in a long-term care facility or “nursing home” situation. Post the suggestions for reference after reading the story.

Ask students to compare Ernesto’s characteristics with the characteristics they predicted before reading the story. Have partners retell the story from Ernesto’s perspective. Ask students to tell what was similar or different about each character’s feelings at various points in the story.

Text Complexity MeasureUse the rubric to familiarize yourself with the text complexity of “Getting Comfortable.”

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THE ROUTINE

Small Group Discussion Routine

1 Introduce the Small Group Discussion Routine to students. For example: Your role in a small group discussion is to respond thoughtfully to the text while also taking on a role to help your group be successful in its task.

2 Remind students of classroom discussion rules. Then organize students into groups of three to six in the form of ability grouping, interest grouping, or random grouping. Decide what works best for the task and your students.

3 For successful Small Group Discussions, have students sit in a circle so that all members of the group can both see and hear one another.

4 Introduce Small Group Discussion roles. These roles encourage all students to be active participants in the group. Group roles may include:

•Group Organizer: introduces the task and keeps the group on target

•Fact Checker: returns to the text to confirm or clarify text evidence

•Clarifier: restates what a group member has said to clarify and confirm

•Elaborator: asks follow-up questions after someone shares a response

•Summarizer: takes notes on the conversation and uses them to wrap up

•Reporter: reports to the class about the overall group discussion

5 Pose an open-ended question to ensure an engaging conversation. If the question relates to a text, remind students to find evidence within that text to support their answers.

6 State parameters, such as: Talk in your groups for the next 15 minutes.

7 As group members take turns responding to the discussion question or the task outlined, remind them to respond appropriately. For example: I agree with you. I thought something similar when ___. I don’t agree with you, because the text says ___.

8 Stop by each group to monitor students’ conversations. Offer prompts to encourage deeper conversations. For example: In what other way could you explain your thinking? How does the text support your thinking?

9 As the end of the allotted time nears, you might say: In these last few minutes, the Summarizer and the Reporter should work on the group’s summary and what you will report to the class.

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Teacher resources • Routines

RationaleSmall Group Discussion provides a supportive and safe structure for groups of three to six students. Small Group Discussions allow individuals to practice and expand their oral vocabulary as they engage in thoughtful conversations about texts and topics. Students collaborate with classmates, allowing all group members to be actively involved.

Implementing for SuccessUse the following suggestions to guide students as they become familiar with the Small Group Discussion Routine:

•Set a time limit for the Small Group Discussion and for students to add their thoughts.

•State a clear focus for the Small Group Discussion.

•Model these best practices for speaking and listening, and have students use them in their Small Group Discussions:

•Refer to the text or topic during the discussion.

•Pose and respond to questions to check and clarify understanding. Have students practice explaining their own ideas.

•Summarize the texts and topics discussed distinct from personal opinions or judgments.

Engage students in Small Group Discussions often. Discussions may revolve around subject matter, classroom situations, or literature.

Going DeeperOnce students are familiar with the routine:

•Incorporate summarizing. Provide time for students to summarize the points made by their group and to explain how each claim is supported by reasons and evidence. During the sharing stage, ask students to speak in complete sentences to present their group’s ideas through summarization.

•Have students ask only open-ended questions in their discussions. This will encourage higher-level thinking and richer discussions. You might have the Group Organizer monitor this.

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Lesson 1

Students demonstrate contextual understanding of Benchmark Vocabulary. Students read text closely and use text evidence in their written answers.

Write in Response to Reading

DIRECTIONS Write a sentence using each word.

motivate passion

DIRECTIONS Reread pages 4–11 of Steve Jobs. Choose one event from Steve Jobs’s early life that demonstrates his independence. Write a paragraph in which you describe how the event exhibits this trait. Use details and examples from the text to support your response. Write your paragraph below or on a separate sheet of paper.

Benchmark Vocabulary

Answers will vary but should show contextual understanding of the words.

Answers will vary.

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Lesson 1Writing

Students write routinely for a range of tasks, purposes, and audiences. Students practice various conventions of standard English.

Conventions

Argument Writing: State and Support a Claim The author of Steve Jobs attributes Jobs’s success as a business leader to his experiences early in life and his independent spirit. Write a paragraph in which you introduce this claim and give a clear reason that supports the claim. Use relevant evidence from the text to prove the reason is valid, and quote directly from the text.

Singular and Plural Pronouns Provide the correct singular or plural pronoun to complete each sentence. Then write one sentence containing a singular pronoun. Write one sentence containing a plural pronoun.

1. Jamal and Henry went to the electronics store because wanted to purchase a digital camera for a volunteer project.

2. Maura completed her research assignment, and then went to the movies with Sara.

3.

4.

Answers will vary.

Answers will vary.

they

she

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Acknowledgments

Photo locators denoted as follows: Top (T), Center (C), Bottom (B), Left (L), Right (R), Background (Bkgd)

20 (T), 22, 23, 25, 27, 29, 31, 32, 33, 35, 37, 39, 41, 42, 43, 45, 47, 49, 51, 53 (C), 55, 57, 59, © 2012 Heinemann Library an imprint of Capstone Global Library, LLC.

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ISBN-13:ISBN-10:

978-0-328-85294-90-328-85294-5

9 7 8 0 3 2 8 8 5 2 9 4 9

9 0 0 0 0

GRADE 6

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