TEKS & TAKS 6th Grade |
| TEKS | TAKS Objectives | Library Instructional Collaboration | Resources |
Information Acquisition |
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| . | . | Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures | |
| . | . | Acquire library terminology, such as renew, reserve, online resources and online catalog | |
| Language Arts: 6.13C-use multiple resources, both print and non-print | Use the online catalog and keyword, author, title, and subject searches to locate specific materials | ||
| Math: 6.11A- make observations and connections | Understand and use the Dewey Decimal System to locate materials | ||
| Language Arts: 6.13C use multiple resources, both print and non-print | Identify
and use the parts of a book to gather information, including glossary,
copyright, index, table of contents, publisher, guide words, and title
page
Lesson - Guide Word Trees |
Libeary Skills: (Grades Four through Grade Six) by The School Librarians of Chambersburg, PA 0513020446 | |
| Language Arts: 6.13C -use multiple resources, both print and non-print, 6.13 D - interpret and use graphic sources | Consider and list possible print and nonprint sources for use in problem solving process, including dictionaries, nonfiction books, thesauri, encyclopedias, experts, atlases, magazines, newspapers, timelines, almanacs, CD-ROMs, and Internet resources | Library
Resources Page
Library Resources Page Teacher Handout
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| Language Arts: 6.10E -cause and effect, 6.10L represent text information in different ways, 6.10J -distinguish between fact and opinion ; Social Studies: 6.21B - | TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Analyze
information by distinguishing fact from opinion, determining cause and
effect, comparing and contrasting sources, and predicting outcomes
Lesson-Cause and Effect |
Cause
and Effect Stand Tall, Molly Lou Melon by Patty Lovell; Why
the Chicken Crossed the Road by David Macauley
Predicting Outcomes Giggle Giggle Quack by Doreen Cronin; The Frog Principal by Stephanie Calmenson; Gingerbread Baby by Jan Brett; Bark, George by Jules Feiffer Fact and Opinion |
Reading Literacy |
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| Language Arts: 6.1A - determine purpose | TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Listen
actively, critically, and purposefully to gain information, to solve
problems, and for enjoyment
Lesson - Share a story to support curriculum and ask questions that infer good listening strategies.
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See Librarian for books to support you classroom and unit needs. |
| Language Arts: 6.7A - read independently | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Read
regularly in independent-level materials
Lesson - Book Talk Genres |
See Librarian for books to support your classroom and unit needs. |
| Language Arts: 6.8B - select varied sources | TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. | Explore culturally diverse works of various authors and illustrators | See Librarian to help select books and materials to support your author/illustrator study. |
| Language Arts: 6.8 - read a variety of sources | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Self-select
materials from a variety of literary genre for pleasure reading and/or to
acquire information, such as nonfiction, fiction, anthologies, poetry,
magazines, newspapers, and electronic texts
Lesson - Library Orientation
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| Language Arts: 6.8A - read classic and contemporary selections | TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts.TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts | Explore works from award lists, including Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards | Newbery and Bluebonnet posters |
| Language Arts: 6.8B - read various selections and sources, 6.12E - understand literary forms | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Read or listen to, and understand, literary forms such as fiction,
poetry,
myths, fables, tall tales, folktales, plays, informational books,
biographies, and autobiographies Lesson -T-Chart (Compare and contrast two types of genre. Venn Diagram (Compare and contrast genre) |
Children's
Literature: Promotion, Use, and Teaching in the School Media Center
ed. by H. Thomas Walker 0874366666
Cinderella Around the World Writing Webquest
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| Language Arts: 6.3E - , 6.12A - identify purpose, 6.12B - identify distinguishing features of genres | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Recognize the distinguishing features and purpose of literary genre,
including biography, autobiography, historical
fiction, informational text, poetry,
mystery, science
fiction, and fantasy.
Lesson -T-Chart (Compare and contrast two types of genre) Venn Diagram (Compare and contrast genre) |
Learning about Books and Libraries, A Gold Mine of Games by Carol K. Lee. 157950051X |
| Language Arts: 6.12F - analyze characters and point of view | TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. | Recognize and analyze plot, setting, problem resolution, and character traits | Brave
Little Monster, by Ken Baker
Setting - The Raft, by Jim LaMarche Characterization- Tops and Bottoms by Janet Stevens
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| Language Arts: 6.12H -author's perspective; Social Studies: 6.21D; Technology Applications: 126.12(6)(A) | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Recognize and describe how the author's point of view or perspective affects the text | True
Story of the Three Little Pigs by Jon Scieszka
Informational Text, Point of View
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Research and Technology Applications |
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| Social Studies: 6.23 | Identify
and define a specific problem or task for research, investigation or
discussion
Lesson - Brainstorm initial strategy with "How to Select a Restaurant" Analyze information to determine usefulness to problem solution and currency of informationLesson - Trash and Treasure Graphic Organizer Inspiration Software
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Teaching Information & Technology Skills : the Big 6 in Elementary Schools. Michael Eisenberg . 0938865811 | |
| Language Arts: 6.13A - form questions for investigations, 6.20A - develop questions for research; Social Studies: 6.23 | TAKS Writing #1: Composition | Generate
ideas or relevant questions as a basis for inquiry/research
Lesson -Brainstorm List Inspiration Software
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Defining
a Research Topic
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| Language Arts: 6.13C - use multiple sources, 6.18I - select reference materials; Social Studies: 6.23 | Select and
use appropriate print and electronic sources, such as dictionaries,
magazines, experts, nonfiction, almanacs, thesauri, atlases,
encyclopedias, newspapers, timelines, and Internet resources to gather
needed information
Lesson - Matrix of Resources
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Online
Database Matrix
Library Resources Page Teacher Handou
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| Language Arts: 6.13D - interpret graphic resources, 6.22B - interpret information from maps, charts, and graphics; Social Studies: 6.21C | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Interpret graphical information, including pictures, charts, graphs, maps, timelines graphic organizers and diagrams | Big6 #4 |
| Social Studies: 6.21B, 6.23 | TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Analyze information to determine usefulness to problem solution and currency of information | |
| Language Arts: 6.10F - main idea, 6.10G - summarize text, 6.10L - develop outlines, timelines, graphics, 6.13B - use graphic organizers, 6.13E - summarize and organize information from various sources, 6.20C - take notes, 6.20D - summarize and organize information; Social Studies: 6.23 | TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Summarize
and organize information from multiple sources by taking notes, outlining
ideas and making charts
Lesson - Create an Outline Create Charts
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Big6 #4 & #5 |
| Social Studies: 6.21A | Determine
differences between primary and secondary sources
Lesson - T-Chart Primary and Secondary Resources
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Primary
and Secondary Resources
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| Language Arts: 6.20D- summarize and organize information 6.20E - present information in various forms; Social Studies: 6.23 | TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Synthesize information from a variety of sources into a final product | Big6 #5 |
| Technology Applications: 126.12(3)(A), 126.12(3)(C) | Demonstrate
knowledge of copyright policies and plagiarism
Lesson -Fair Use Harbor,
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Citations & Copyright | |
| Language Arts: 6.20G - follow accepted forms of writing; Social Studies: 6.22D | Follow
accepted format for documenting sources, such as a bibliography or works
cited
NoodleTools online to create bibliographic record |
Citations & Copyright - NoodleTools | |
| Language Arts: 6.20F -evaluate resources ; Social Studies: 6.23 | TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Evaluate problem solving process and final product based on specific research task or information need | Big6 #6 |
| Language Arts: 6.13C; Technology Applications: 126.12(4), 126.12(I)(H) | Use multiple technologies to locate and gather information, such as online encyclopedias, atlases, magazines, almanacs, and newspapers; Internet resources; curriculum-based software; and PAC | Library
Resources Page
Library Resources Page Teacher Handout
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| Technology Applications: 126.12(4)(B) | Understand and use appropriate electronic search strategies, including narrowing and expanding searches; keyword, author, title, and subject searches; and Boolean operators | Online Database Matrix | |
| Technology Applications: 126.12(3)(A), 126.12(3)(C) | Comply with laws and examine issues regarding use of technology in society, including following district and federal copyright laws | Citations & Copyright | |
| Language Arts: 6.13F - produce research paper, 6.20E - evaluate research and add new questions, 6.24 - produce visual product; Technology Applications: 126.12(8)(E) | TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Synthesize information from a variety of print and non-print sources into final product | |
| Language Arts: 6.20E evaluate research and add new questions, 6.24B - use media to produce product; Technology Applications: 126.12(10)(A), 126.12(11) | Use available technology to create research product and/or presentation, such as presentation software, digital camera, and video equipment (*Presentation and Product are the final steps of IIM and are the responsibility of the classroom teacher.) | ||
| Work on this web page represents contributions from the following Texas School Districts: | ||
| Aldine ISD | Goose Creek ISD | Pasadena ISD |
| Clear Creek ISD | Houston ISD | Richardson ISD |
| Fort Bend ISD | Klein ISD | Spring Branch ISD |
| The lesson plans are contributed by
Librarians all across the State and will contain their identification
information. Please use this resource for the betterment of Texas students and School Librarians while giving appropriate credit. |
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