English Language Development

(Elliott) #1

use credible sources in writing arguments and organize their claims and evidence clearly. Students
continue to write informative/explanatory texts; however, the way in which students select, organize,
and analyze relevant content when writing is more specific and advanced (W.6.2) and for the first
time includes a thesis statement. Students also continue to write narrative texts, which now contain
relevant descriptive details and well-structured event sequences (W.6.3).


Regardless of text type and purpose, students write primarily in response to text or texts while
establishing and maintaining a formal style. They also conduct short research projects to answer a
question. For the first time students are expected to use multiple print and digital sources, assess the
credibility of each source, and quote data and conclusions while avoiding plagiarism. Keyboarding is
more important; students are expected to type three pages in a single sitting in grade six—increasing
from the two expected in grade five and the one in grade four. Students demonstrate greater
independence in using technology, including the Internet, to produce and publish writing and interact
with others.


Students write for many purposes and many time frames and use a process for planning,
composing, revising, and editing.


In the following snapshot, students analyze data, write an argument, and present their findings in
mathematics in response to a real-life scenario.


Snapshot 6.3. Choosing and Defending a Unit of Data Analysis
Integrated Literacy and Mathematics Lesson in Grade Six

Ms. Smith has been teaching a unit on data analysis to her sixth-grade class. She has
provided vocabulary instruction to ensure that her students have an understanding of the
terms mean, median, mode, and range as well as how these measures of central tendency
and spread are applied when organizing and analyzing data. Ms. Smith wants to assess her
students’ knowledge and skills and also have the students reflect on their own skill levels, so
she prepares a set of small scenarios involving real-life situations in which data have been
collected. Once she has modeled the process, the students will identify the most appropriate
measure of central tendency (mean, median, mode) to use for analyzing the data, construct a
viable argument using text and data from the scenario to defend their choice, and critique the
choices and reasoning of others during fellow students’ presentations.
Ms. Smith knows she will need to thoroughly explain how to complete the data analysis for
a scenario and how to defend the choice of data analysis. After a demonstration lesson which
includes presenting and defending her choice, she will check for understanding by distributing
a rubric designed for this task and ask the students to pair up and grade her model. Following
brief whole-class discussion, a few pairs share their thoughts. Ms. Smith then distributes the
set of scenarios to the students. She gives students an opportunity to independently skim
and then briefly discuss the scenarios in their table groups and ask one another clarifying
questions. As students discuss the vignette, Ms. Smith circulates around the room listening
to their discussions and answering questions, as needed. She then asks students to repeat
the directions for the activity, calling on several students to add detail. This open discussion
further enables all students to understand the task before them.
Next, students are given time to study one scenario, determine what they believe the most
appropriate measure of data analysis would be, and work together in pairs to write a draft
argument defending their choice. While students use the data analysis rubric to share, review,
and fine-tune their drafts with partners, Ms. Smith provides support to students, as needed.

554 | Chapter 6 Grade 6

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