dependent and
instructional reading level appropriate to grade level.





CCG: Analyze words, recognize
words, and learn to read grade-
level text fluently across the
subject areas.












Listen to and Read Informational and Narrative Text


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Oregon Department of Education
samples

and State Writing Assessments or on Reading and Literature Oregon Standards 2005-06 School Year
Knowledge and Skills Tests in 2005-06.

Bold text defines instructional standards.




























*Suggested grade-level target for reading on own: Sixth Grade, 750,000 words annually.



Skills to Support Standards:


Listen to, read, and understand a wide variety of
informational and narrative text, including classic and
contemporary literature, poetry, magazines, newspapers,
reference materials, and online information.

Make connections to text, within text, and among texts
across the subject areas.

Demonstrate listening comprehension of more complex
text through class and/or small group interpretive
discussions across the subject areas.

Match reading to purposelocation of information, full
comprehension, and personal enjoyment.

Understand and draw upon a variety of comprehension
strategies as neededre-reading, self-correcting,
summarizing, class and group discussions, generating
and responding to essential questions, making
predictions, and comparing information from several
sources.

Clearly identify specific words or wordings that are
causing comprehension difficulties and use strategies to
correct.

CCG: Listen to, read, and
understand a wide variety of
informational and narrative text
across the subject areas at
school and on own,* applying
comprehension strategies as
needed.
#4C Sounds Around
#8 The Forest of S. T. Shrew
#13 We All Need Trees
#17A&B People of the Forest
#18 Tale of the Sun
#90 Native Ways
#94 By the Rivers of Babylon Student accountability for grades 3-8 and CIM standards begins 2005-06.

Oregon English/Language Arts Grade-level Standards
Grade 6


READING



Vocabulary



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Oregon Department of Education
samples

and State Writing Assessments or on Reading and Literature Oregon Standards 2005-06 School Year
Knowledge and Skills Tests in 2005-06.

Bold text defines instructional standards.












Determine the meaning of unknown words or words with unusual meanings in
informational and narrative text by using word, sentence, and paragraph clues.

Interpret figurative language, including similes, metaphors, and words with multiple
meanings.

Understand and explain shades of meaning in related words.

Determine pronunciations, meanings, alternate word choices, and parts of
speech, using dictionaries and thesauruses.



CCG: Increase word knowledge
through systematic vocabulary
development; determine the
meaning of new words by
applying knowledge of word
origins, word relationships, and
context clues; verify the meaning
of new words; and use those new
words accurately across the
subject areas.

#4C Sounds Around
#8 The Forest of S. T. Shrew
#14A Renewable or Not?

Skills to Support Standards:


Understand, learn, and use new vocabulary that is
introduced and taught directly through informational text,
literary text, and instruction across the subject areas.

Develop vocabulary by listening to and discussing both
familiar and conceptually challenging selections read
aloud across the subject areas.





Read to Perform a Task

Read textbooks, biographical sketches, letters, diaries, directions,
procedures, magazines, essays, primary source historical documents,
editorials, news stories, periodicals, bus routes, and catalogs
.

Locate information in titles, tables of contents, chapter headings, illustrations,
captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid
understanding of grade-level text.

Identify the structural features of newspapers, magazines, and online information,
and use the features to obtain information.

Follow multiple-step instructions for preparing applications (e.g., for a
public library card, bank savings account, sports club, league membership).



CCG: Find, understand, and use
specific information in a variety of
texts across the subject areas to
perform a task.


#39B&C Energy Sleuths
#49C Tropical Treehouse
#72B&C Air We Breathe
#75 Tipi Talk
#93 Paper Civilizations Student accountability for grades 3-8 and CIM standards begins 2005-06.

Oregon English/Language Arts Grade-level Standards
Grade 6


READING



Informational Text: Demonstrate General Understanding

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Oregon Department of Education
samples

and State Writing Assessments or on Reading and Literature Oregon Standards 2005-06 School Year
Knowledge and Skills Tests in 2005-06.

Bold text defines instructional standards.
Identify and/or summarize sequence of events, main ideas, facts, supporting
details, and opinions in informational and practical selections.

Clarify understanding of informational texts by creating simple outlines,
graphic organizers, diagrams, logical notes, or summaries.




Informational Text: Develop an Interpretation
CCG: Demonstrate general
understanding of grade-level
informational text across the
subject areas.


#80A Nothing Succeeds Like
Succession

Predict future outcomes supported by the text.

Make reasonable, logical statements, conclusions, and inferences about a text,
supporting them with accurate examples from the text.

Infer the main idea when it is not explicitly stated, and support with evidence from
the text.




Informational Text: Examine Content and Structure

Draw conclusions about the authors overall purpose as well as the authors
placement and inclusion of specific information in the text.

Distinguish among facts, supported inferences, and opinions in text.

Draw conclusions about reasons for actions or beliefs based on an analysis of
information in the text.

Identify and analyze text that uses the compare-and-contrast and cause-
and-effect organizational patterns.
CCG: Develop an interpretation
of grade-level informational text
across the subject areas.

#80A Nothing Succeeds Like
Succession
CCG: Examine content and
structure of grade-level
informational text across the
subject areas.

Compare and contrast information on the same topic after reading two
passages or articles.

Connect and clarify main ideas by identifying their relationships to multiple
sources, known information and ideas, and related topics.


Student accountability for grades 3-8 and CIM standards begins 2005-06.

Oregon English/Language Arts Grade-level Standards
Grade 6


LITERATURE


Listen to and Read Literary Text

CCG: Listen to text and read text
to make connections and
respond to a wide variety of
literature of varying complexity.
#4D Sounds Around
#5A&B Poet-Tree
#8 The Forest of S. T. Shrew
#18 Tale of the Sun
#89A&B Trees for Many Reasons

Skills to Support Standards:


Listen to text and read text to make connections and
respond to historically or culturally significant works of
literature that enhance the study of other subjects.

Demonstrate listening comprehension of more complex
literary text through class and/or small group interpretive
discussions.











Literary Text: Demonstrate General Understanding

CCG: Demonstrate general
understanding of grade-level
literary text.

#4D Sounds Around
#8 The Forest of S. T. Shrew
Identify and/or summarize sequence of events, main ideas, and supporting details
in literary selections.

Identify the speaker and recognize the difference between first and third-person
narration (e.g., autobiography compared with biography).



Literary Text: Develop an Interpretation

Predict future outcomes supported by the text.

Determine characters traits by what the characters say in narration and dialogue.

Analyze the influence of setting on the conflict and its resolution.

Identify and examine the development of themes in literary works.
#18 Tale of the Sun

Infer the main idea when it is not explicitly stated.

Make reasonable inferences, statements, and conclusions about a text, supporting
them with accurate examples.
#4D Sounds Around



CCG: Develop an interpretation
of grade-level literary text.

#4D Sounds Around
#8 The Forest of S. T. Shrew
#18 Tale of the Sun
Italicized text defines content that may appear on classroom work

Oregon Department of Education
samples

and State Writing Assessments or on Reading and Literature Oregon Standards 2005-06 School Year
Knowledge and Skills Tests in 2005-06.

Bold text defines instructional standards. Student accountability for grades 3-8 and CIM standards begins 2005-06.

Oregon English/Language Arts Grade-level Standards
Grade