Grade 6 Language Arts Correlation

Grade 6 Language Arts
Correlation Between the Texas Essential Knowledge and Skills for Language Arts and the eTAP Lessons

Reading | Literary Response and Analysis

Reading

The TEKS and corresponding student expectations listed under Objective 1 will help students as they learn to read for the basic meaning of a text. To develop an initial understanding of what they read, students must be able to do three things: (1) use context and other word-identification strategies to help them understand the meaning of the words they read, (2) recognize important supporting details, and (3) understand the main idea of a selection. These skills are the building blocks that students need to develop a deeper understanding of what they read.

Click here for summary test on all skills. Below the eTAP lessons are provided for skills when the student has an incorrect answer.

Objective 1 - The student will demonstrate a basic understanding of culturally diverse written texts.

(6.9) Reading/vocabulary development The student acquires an extensive vocabulary through reading and systematic word study.
(6.10) Reading/comprehension The student comprehends selections using a variety of strategies.

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Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons		Post-Test
			Outside Link
	(6.9.)F	distinguish denotative and connotative meanings (6–8)	Narrative Presentations

Q&A	(6.9.)B	draw on experiences to bring meanings to words in context such as interpreting [idioms,] multiple-meaning words, and analogies (6–8);	Words with Multiple Meanings Figurative and Metaphorical Use of Words	Discovering Language Arts: Style, Structure, and Tone (Grades 6-8)	Q&A
			http://tiger.towson.edu/~mlackn1/General%20Readin g%20Processes%20Practice_files/frame.htm
Q&A	(6.9.)D	determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4–8)	Word Origins	Salsa-Riffic World of Spanish, The, Module 1: Alphabet and Pronunciation	Q&A
			http://www.tv411.org/lessons/cfm/vocabul ary.cfm?str=vocabulary&num=5&act=3&que=1
Q&A	(6.10.)G	paraphrase and summarize text to recall, inform, or organize ideas (4–8)	Context Clues	Grammar Basics: The Harold Syntax Guide to Words	Q&A
			http://www.tv411.org/lessons/cfm/vocabul ary.cfm?str=vocabulary&num=5&act=3&que=1
Q&A	(6.10.)F	distinguish denotative and connotative meanings (6–8)	Figurative and Metaphorical Use of Words	Launching Mission Noun	Q&A

Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons		Post-Test
			Outside Link
Q&A	(6.12) G,	recognize and analyze story plot, setting, and problem resolution (4–8) and recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6–8)	Structure of Informational Materials	Literacy and Learning: Directed Reading-Thinking Activity (DR-TA)	Q&A
Q&A	J		http://www.educationworld.com/a_lesson/lesso n/lesson057.shtm		Q&A
Q&A	(6.12)F	analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4–8);	Compare and Contrast Informational Materials	TEAMS: Letters from Rifka: Windows on My World: Building Background Knowledge	Q&A
			http://www.manatee.k12.fl.us/sites/elementary/pa lmasola/rcccon1.htm

Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons		Post-Test
			Outside Link
Q&A	E	use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information (4–8)	Structure of Informational Materials	TEAMS: Letters from Rifka: Windows on My World: Building Background Knowledge	Q&A
			http://www.bbc.co.uk/skillswise/inthenews/new stome/archive_newstome.shtml
Q&A	I	find similarities and differences across texts such as in treatment, scope, or organization (4–8); and	Structure of Informational Materials		Q&A
			http://www.rhlschool.com/read6n4.htm
Q&A	L	represent text information in different ways such as in outline, timeline, or graphic organizer (4–8).	Outlines Multiple-Step Instructions	Discovering Language Arts: Fiction (Grades 6-8)	Q&A
			http://www.lib.jjay.cuny.edu/research/outlining.html http://members.shaw.ca/castlepaperandpress/balloons.htm

Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons		Post-Test
			Outside Link
Q&A	A	identify the purposes of different types of texts such as to inform, influence, express, or entertain (4–8);	Imaginative Forms of Literature	Great Books: The Right Stuff	Q&A
			http://doe.sd.gov/octa/ddn4learning/themeunits/Read /fables.htm
Q&A	C	compare communication in different forms such as [contrasting a dramatic performance with a print version of the same story or] comparing story variants (2–8); and	Imaginative Forms of Literature Literary Devices	Twelfth Night	Q&A
			http://www.manatee.k12.fl.us/sites/elementary/palmas ola/comconprac3.htm
	H	describe how the author’s perspective or point of view affects the text (4–8).	Point of View	Magic Never Ends, The: The Life and Work of C.S. Lewis
			http://www.studyzone.org/testprep/ela4/o/maintainpo intp2.cfm

Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.

(6.10) Reading/comprehension. The student comprehends selections using a variety of strategies.
(6.11) Reading/literary response. The student expresses and supports responses to various types of texts.
(6.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

(6.10) Reading/comprehension. The student comprehends selections using a variety of strategies.

The student is expected to

Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons		Post-Test
			Outside Link
Q&A	H	draw inferences such as conclusions or generalizations and support them with text evidence [and experience] (4–8); and	Inference Conclusions	Dear America: A Line in the Sand:The Alamo Diary of Lucinda Lawrence Gonzales, Texas, 1836	Q&A
			http://www.tv411.org/lessons/cfm/reading.cfm ?str=reading&num=11&act=2&que=1 http://www.iq.poquoson.org/conclusion.html
Q&A	J	distinguish fact and opinion in various texts (4–8).support responses by referring to relevant aspects of text [and his/her own experiences] (4–8)	Questioning		Q&A
			http://www.worsleyschool.net/socialarts/facto pinion/factopinion.html

Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons		Post-Test
			Outside Link
Q&A	C	support responses by referring to relevant aspects of text [and his/her own experiences] (4–8); and	Oral Responses to Literature	The Dollhouse Murders, (School Version)	Q&A
			http://www.rhlschool.com/read6n4.htm
Q&A	D	connect, compare, and contrast ideas, themes, and issues across text (4–8).	Compare and Contrast Informational Materials	Whitewash	Q&A
			http://teacher.scholastic.com/lessonrepro/reproducible s/litplace/r980217e.htm

Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons	Post-Test
			Outside Link
Q&A	I	analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6–8); and	Compare and Contrast Informational Materials Cause and Effect Organization of Text Multiple-Step Instructions	Q&A
			http://unilearning.uow.edu.au/academic/3biv.html
Q&A	K	recognize how style, tone, and mood contribute to the effect of the text (6–8).	Literary Devices	Q&A
			http://www.edhelper.com/ReadingComprehension_Grade6_9_1.html
http://www.tea.state.tx.us/student.assessment/taks/booklets/reading/g6e.pdf