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Reading Comprehension (Grade 6) By Ms. Hanley

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Bernadine Hanley

94 Lessons

9 months

12 Student

Free

Enroll In This Course

IITAE Course UpdateGrade 6Primary School Courses

Reading Comprehension (Grade 6) By Ms. Hanley

Bernadine Hanley

94 Lessons

0

(0)

9 months

12 Student

Free Enroll In This Course

Introduction

RATIONALE

The Interim Language Arts Standards for Primary Schools was developed to address the shortcomings of the present curriculum. Based on its approach, the present curriculum is deemed vague as concepts are not explicitly stated and clearly defined. It lacks scope and sequence of concepts and does not contain sufficient content to meet the needs of primary school students. Additionally, its underlying philosophy and approach are not in sync with students’ needs and our cultural and social context. Considering the fact that English is a Second Language for many students, varied forms of dialect are predominantly used in the homes and during playtime. Hence there is no standard form.

AIMS

The main objectives of this document are to:

stipulate the standards that students should master in specific grade levels
provide an insight into the standards for previous and successive grades
demonstrate that the teaching of Language Arts is spiral
standardise the Language Arts content for each grade level and all primary schools within the Federation of St. Kitts and Nevis
facilitate smooth movement of teachers and students among schools within the Federation of St. Kitts and Nevis.

Lessons

TERM ONE: ASK QUESTIONS

About unfamiliar words or confusing information

- - -

That have answers right in the text

- - -

That have answers that can be inferred from the text

- - -

Ask questions that are not answered in the text and will need further research

- - -

TERM ONE: DETERMINE TEXT IMPORTANCE

Activate and build prior knowledge

- - -

Determine what is important versus what is interesting

- - -

Distinguish between what to read carefully and what to ignore

- - -

Highlight important words and nonfiction text features (caption, labels, bullets)

- - -

Make notes and drawings in the margin to understand and remember the text

- - -

Determine author’s perspective, point of view, and/or opinion

- - -

TERM ONE: FIX-UP MONITORING

Reread to clarify

- - -

Stop and think, write and talk about what you read

- - -

Ask questions

- - -

Read ahead

- - -

TERM ONE: MAKE CONNECTIONS

Make a personal connection with text

- - -

Make a connection between the text and a text previously read

- - -

Make connection between the text and something in the world at large

- - -

TERM ONE: MAKE INFERENCES

Use story clues to figure out what is happening or why it is happening

- - -

Use clues about character (their action, words, thoughts)to figure out what they are like and what they might do next

- - -

Use clues to figure out the book’s theme, or “big ideas”

- - -

TERM ONE: SUMMARIZE & SYNTHESIZE

Stating the big ideas

- - -

Make generalizations, judgements, and opinions

- - -

Distinguish between more important ideas and less important ideas

- - -

Stop to collect their thoughts about a topic before, during, and after reading

- - -

TERM ONE: VISUALIZE

Vivid verbs that describe actions

- - -

Adjectives that describe size, shape, colour, and other details

- - -

Graphic features (charts, maps, time lines, diagrams, etc. that tell size, shape, length, distance, time, and other information

- - -

Similes and metaphors that compare one thing to another

- - -

Sensory language that evokes how something looks, feels, sounds, smells, or tastes

- - -

TERM TWO: ASK QUESTIONS

About unfamiliar words or confusing information

- - -

That have answers right in the text

- - -

That have answers that can be inferred from the text

- - -

Ask questions that are not answered in the text and will need further research

- - -

TERM TWO: DETERMINE TEXT IMPORTANCE

Activate and build prior knowledge

- - -

Determine what is important versus what is interesting

- - -

Distinguish between what to read carefully and what to ignore

- - -

Highlight important words and nonfiction text features (caption, labels, bullets)

- - -

Make notes and drawings in the margin to understand and remember the text

- - -

Determine author’s perspective, point of view, and/or opinion

- - -

TERM TWO: FIX-UP MONITORING

Reread to clarify

- - -

Stop and think, write and talk about what you read

- - -

Ask questions

- - -

Read ahead

- - -

TERM TWO: MAKE CONNECTIONS

Make a personal connection with text

- - -

Make a connection between the text and a text previously read

- - -

Make connection between the text and something in the world at large

- - -

TERM TWO: MAKE INFERENCES

Use story clues to figure out what is happening or why it is happening

- - -

Use clues about character (their action, words, thoughts) to figure out what they are like and what they might do next

- - -

Use clues to figure out the book’s theme, or “big ideas”

- - -

TERM TWO: SUMMARIZE & SYNTHESIZE

Stating the big ideas

- - -

Make generalizations, judgements, and opinions

- - -

Distinguish between more important ideas and less important ideas

- - -

Stop to collect their thoughts about a topic before, during, and after reading

- - -

TERM TWO: VISUALIZE

Vivid verbs that describe actions

- - -

Adjectives that describe size, shape, colour, and other details

- - -

Graphic features (charts, maps, time lines, diagrams, etc. that tell size, shape, length, distance, time, and other information

- - -

Similes and metaphors that compare one thing to another

- - -

Sensory language that evokes how something looks, feels, sounds, smells, or tastes

- - -

TERM THREE: ASK QUESTIONS

About unfamiliar words or confusing information

- - -

That have answers right in the text

- - -

That have answers that can be inferred from the text

- - -

Ask questions that are not answered in the text and will need further research

- - -

TERM THREE: DETERMINE TEXT IMPORTANCE

Activate and build prior knowledge

- - -

Determine what is important versus what is interesting

- - -

Distinguish between what to read carefully and what to ignore

- - -

Highlight important words and nonfiction text features (caption, labels, bullets)

- - -

Make notes and drawings in the margin to understand and remember the text

- - -

Determine author’s perspective, point of view, and/or opinion

- - -

TERM THREE: FIX-UP MONITORING

Reread to clarify

- - -

Stop and think, write and talk about what you read

- - -

Ask questions

- - -

Read ahead

- - -

TERM THREE: MAKE CONNECTIONS

Make a personal connection with text

- - -

Make a connection between the text and a text previously read

- - -

Make connection between the text and something in the world at large

- - -

TERM THREE: MAKE INFERENCES

Use story clues to figure out what is happening or why it is happening

- - -

Use clues about character (their action, words, thoughts)to figure out what they are like and what they might do next

- - -

Use clues to figure out the book’s theme, or “big ideas”

- - -

TERM THREE: SUMMARIZE & SYNTHESIZE

Stating the big ideas

- - -

Make generalizations, judgements, and opinions

- - -

Distinguish between more important ideas and less important ideas

- - -

Stop to collect their thoughts about a topic before, during, and after reading

- - -

TERM THREE: VISUALIZE

Vivid verbs that describe actions

- - -

Adjectives that describe size, shape, colour, and other details

- - -

Graphic features (charts, maps, time lines, diagrams, etc. that tell size, shape, length, distance, time, and other information

- - -

Similes and metaphors that compare one thing to another

- - -

Sensory language that evokes how something looks, feels, sounds, smells, or tastes

- - -

LESSONS

Describing Settings

- - -

Jamaica (Words in Context)

- - -

Jamaica (Understanding the Lesson)

- - -

Jamaica (Word Skills)

- - -

Hurricanes (Words in Context)

- - -

Hurricanes (Understanding the Lesson)

- - -

Hurricane (Word Skills)

- - -

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