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4) Extend and

deepen their
thinking by
questioning,
describing,
summarizing,
speculating,
opening their
minds to diverse
perspectives,
analyzing and
evaluating ideas,
explaining and
articulating their
own thinking,
synthesizing
diverse ideas,
and solving
problems.

With guidance and/or


support, makes
connections and is
beginning to identify
relationships between
information, events,
texts, and people.
With guidance and
support, can describe
how connections
relate to own identity
and impact self and
others.

Thinking represents
ability to reproduce
knowledge from
sources.
Skills such as
questioning,
describing,
summarizing, and
speculating are
sometimes used to
identify perspective,
analyze and
evaluate ideas.
With support and
guidance,
sometimes effective
problem-solving
abilities are
beginning to
develop.

Connection-making and strategies


moving from guided to independent.
Beginning evidence of skills with features of
oral language and literary devices.

Speaking, writing,
and visual
representation
(including use of
communication
technology) are
meaningful, with
developing clarity and
organization.
Speaking and writing
are moving towards
fluency.
Syntax, grammar,
and (in writing)
spelling are often
correct.

Understanding of
messages from others
(by listening, reading,
or viewing them) is
coherent, allowing the
student to make
independent
connections to self,
the world, and other
texts.
Use of appropriate
strategies (decoding,
comprehending, &
meaning-making)
allows for learning,
exploration, and
inquiry.

Understanding of
messages from others
(by listening, reading, or
viewing them) is
comprehensive, allowing
for self-directed
analysis, connectionmaking, and synthesis.
Versatile and flexible
use of appropriate
strategies (decoding,
comprehending,
interpreting, & meaningmaking) allows for
efficient learning and
development of insight,
exploration, and inquiry.

Speaking, writing, and


visual representation
(including use of
communication
technology) are usually
clear, meaningful,
organized, and often
effective.
Speaking and writing
are fluent and features
of oral language and
literary devices are
explored (perhaps
experimentally).
Syntax, grammar, and
(in writing) spelling are
usually correct, unless
working with
challenging content.

Speaking, writing, and


visual representation
(including use of
communication
technology) are extremely
clear, meaningful,
organized, and effective.
Speaking and writing are
fluent, allowing the
student to reveal aspects
of his/her identity, and
features and devices are
used effectively.
Syntax, grammar, and (in
writing) spelling are
correct when working with
grade-level content.

Independently makes
connections and
perceives relationships
between information,
events, texts, and
people.
Beginning self-directed
analysis of perceptions
and application of that
analysis to develop
understanding of own
identity, the world, and
communities and
culture.

Makes original and


perhaps nuanced
connections, insightfully
analyzes relationships
between information,
events, texts, and people,
and synthesizes
understanding in various
contexts.
Applies insights to
generate understanding
of own identity, the world,
and various communities
and cultures.

Thinking represents
ability to reproduce
knowledge from
sources and the ability
to reason with and
about that knowledge.
Skills such as
questioning,
describing,
summarizing, and
speculating are used
to identify perspective,
analyze and evaluate
ideas, and begin to
synthesize
understanding of
information from
various sources.
Independent and
usually effective
problem-solving
abilities.

Thinking goes beyond


memorization and
regurgitation into
reasoning, reflection,
exploration, and
examination.
Skills such as
questioning, describing,
summarizing, and
speculating are used to
effectively perceive
perspective, analyze
and evaluate ideas, and
determine ways to
synthesize integral,
coherent, and
comprehensive
understanding of
information from various
sources.
Self-directed, effective,
and nuanced problemsolving abilities.

Movement from identification to


perception & description to
l i

Understanding of messages may be


simplistic or inaccurate.
Ideas expressed may be limited, simplistic, or
minimal. Speaking and writing lack fluency.

Understanding of
messages from
others (by listening,
reading, or viewing
them) allows the
student to make
connections to self,
the world, and other
texts (perhaps with
support).
Use of strategies
(decoding,
comprehending, &
meaning-making)
allows for learning
and guided inquiry.

Beginning ability to reason with and about knowledge


gained from sources.

3) Identify and
strengthen
existing and make
new connections
to and between
oneself, texts, the
world, identity,
culture, and
others in one's
community and
around the world.

Makes connections but may not


identify relationships/implications.

2) Express ideas
and learning in
clear and
effective ways, for
different purposes
and audiences,
using text,
images, and
spoken word, as
well as various
media and
communication
technology.

C-

Knowledge reproduced from sources is simplistic,


limited, or inaccurate.

KEY LEARNINGS

Students
1) Build
progressively
deeper
understanding of
meaning
communicated by
others by
carefully using
appropriate
strategies when
reading, viewing,
and listening to
the messages of
others.

English Language Arts Grade 6


C
C+
B