A comprehensive year-long curriculum map, student-specific IEP goal tracking matrix, and lesson blueprints tailored for 6th-grade SETSS ELA students. It bridges grade-level anchor texts with highly differentiated goals in decoding, comprehension, and writing.
| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |
|
| 2 |
|
| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |
|
| 3 |
|
| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |
|
| 4 |
|
| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |
|
| 5 |
|
| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |
|
| 6 |
|
| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |
|
Acc Coding: Mark ◯ for correct, ✕ for error, ◒ for self-corrected. Prompt Key: Ind = Independent | Fed = Faded Prompts | Max = Maximum Scaffolding/Modeling Classroom Ready Template
Live Observation Notes / Prompt level / Next Steps:
SETSS ELA Progress Monitoring Kit Page 3 of 3
Writing Frames: "The author hints that Laurie is Charles because at home Laurie _______________."
6th Grade SETSS ELA Short Stories Unit Page 1 of 4
Unit 1: Short Stories (Sept – Nov)
Lesson Blueprint: "Eleven"
Focus Skill Voice, Identity & Metaphor
Core Passage: Rachel's eleventh birthday is ruined when her teacher forces her to claim an ugly, red sweater. She reflects on how growing up is like layers of an onion. Theme Focus: Vulnerability, voice, and self-advocacy.
1. DECODING & PHONICS WARM-UP 10 Minutes
Teacher Activity: Focus on figurative root words and compound constructs (e.g., hun-dred-year-old, un-wrap-ping, rat-tling).
HHa / JcFa / AOl Word Attack: Analyze root wrap and prefix un-. Scan text to find spelling counterparts.
JEl / JGa Syllabification: Clap out and trace multi-syllables in rat-tling and hun-dred.
2. ACTIVE GUIDED READING & COMPREHENSION 20 Minutes
Teacher Activity: Read Rachel's inner monologue describing how we are ten, nine, eight, seven, six, five, four, three, two, and one inside.
LGe Goal: Margin annotations
Write at least two margin comments/questions detailing Rachel's onion metaphor.
SLo / DHa Goal: Main idea organizer
Map the core conflict (sweater dispute) on a visual organizer detailing 2 supporting events.
HHa / JEl / AOl Goal: Author's purpose & Summary
Infer why Cisneros writes in fragments. Find two direct text details showing childish frustration.
3. STRUCTURED WRITTEN RESPONSE / MECHANICS 15 Minutes
Teacher Activity: Guide writing responses on what the red sweater symbolizes.
DHa / JGa / JEl / AOl: Compound lines
Merge thoughts: "Rachel hates the sweater" and "she is forced to wear it" using conjunction but or complex structure.
JOs / JcFa: Complex sentences
Draft a claim stating Rachel's age. "Even though Rachel is eleven, she feels like three when she..."
HHa / SLo: Editing & Elaboration
Self-edit written paragraph for punctuation and capitalization using a 5-step checklist.
Teacher Adaptation Quick-Key
Graphic Scaffolding: Use a layered nesting-doll drawing to represent Rachel's ages.
Editing Rule: Circle every lowercase "i" and capital letters on Rachel's student card.
6th Grade SETSS ELA Short Stories Unit Page 2 of 4
Unit 1: Short Stories (Sept – Nov)
Lesson Blueprint: "The Jacket"
Focus Skill Symbolism, Mood & Tone
Core Passage: Gary Soto describes a disappointing, oversized "guacamole-colored" jacket his mother bought him. He blames the jacket for his social struggles and insecurity. Theme Focus: Peer pressure and physical insecurity.
DHa / JEl Decoding: Break down the syllables of gua-ca-mo-le and identify the vowel team in dis-ap-point-ment.
HHa / JcFa / JGa / AOl Word attack: Target contextual decoding of sensory-heavy descriptors in paragraphs 2 and 3. Identify root suffix constructs.
2. ACTIVE GUIDED READING & COMPREHENSION 20 Minutes
Teacher Activity: Read Soto's vivid description of how the jacket represents his "bad luck." Focus on how setting/objects create tone.
SLo / LGe Goal: Theme
Formulate a theme statement concerning self-image. Find two details describing how Gary feels while wearing it.
JcFa / JOs Goal: Inferences
Infer Soto's attitude toward his family's financial state from how he reacts to the cheap store-bought jacket.
HHa / JGa / AOl Goal: Main idea & Summary
Identify the main idea of paragraph 4 and extract key details to fill a graphic organizer. AOl writes brief summary.
3. STRUCTURED WRITTEN RESPONSE / MECHANICS 15 Minutes
Teacher Activity: Instruct students to draft a paragraph describing how the jacket represents Gary Soto's inner self.
DHa / JGa / JEl / AOl: Transitions & Complex
Draft three connected lines explaining Soto's embarrassment, using transitions (first, next, then) or complex sentences.
JOs / SLo: Claim & Elab
Formulate a cohesive paragraph explaining how the jacket is a metaphor for his shame. Proof spelling/capitalization.
HHa / JcFa: Peer Editing
Swap notebooks. Circle and revise weak descriptions by adding relevant descriptors or replacing general words.
Teacher Adaptation Quick-Key
Visual Aids: Present color swatches of "guacamole green" to visually cement the descriptive word.
Vocabulary Cards: Word-matching cards linking *shabby* to synonyms like *worn-out* and antonyms like *new*.
6th Grade SETSS ELA Short Stories Unit Page 3 of 4
Unit 1: Short Stories (Sept – Nov)
Lesson Blueprint: "Thank You, M'am"
Focus Skill Character Motivation & Theme
Core Passage: Roger attempts to steal Mrs. Luella Bates Washington Jones's purse. Instead of turning him in, she drags him to her home, feeds him, and teaches him about trust. Theme Focus: Empathy, trust, and second chances.
1. DECODING & PHONICS WARM-UP 10 Minutes
Teacher Activity: Distribute multi-syllable focus vocabulary cards from the text (e.g., mis-be-have, com-pass-ion, em-bar-rass, per-mit-ted).
DHa / JGa Target: Syllabification & vowel teams in com-pass-ion. Tap out syllables on desk.
JEl / HHa / AOl Target: Spotting prefixes & suffixes in mis-be-have and per-mit-ted. Write root words.
2. ACTIVE GUIDED READING & COMPREHENSION 20 Minutes
Teacher Activity: Read aloud as Mrs. Jones captures Roger and drags him. Instruct students to identify her actions and use them to make inferences about her internal motivation.
LGe / SLo Goal: Theme
Complete a T-chart listing character actions on the left and the lesson/moral on the right.
JcFa / JEl / AOl Goal: Inference & Summary
Answer: "Why does Mrs. Jones leave the door open?" Cite text evidence. AOl writes brief summary.
JOs Goal: Fluency & details
Oral read of 1-minute passage (target 120-140 WPM). Identify key details of Mrs. Jones's room.
3. STRUCTURED WRITTEN RESPONSE / MECHANICS 15 Minutes
Teacher Activity: Prompt students to construct their written claim regarding Mrs. Jones's empathy using structured sentence frames.
DHa / JGa / JEl / AOl:
Write complete sentences using coordinating conjunctions (because, so, but) to explain why she bought him shoes.
JOs / JcFa: Claim + Evidence
Draft a single paragraph containing a clear claim, one direct citation, and a transition word (First, Next, Finally).
HHa / SLo: Multi-paragraph
Outline a 3-paragraph response detailing character growth. Write introduction with hook.
Teacher Adaptation Quick-Key
Physical Materials: Yellow highlighter for JOs's key detail tracking; index cards for JGa's roots.
Writing Frames: "Mrs. Jones shows she is empathetic when she _____________, because ______________."
6th Grade SETSS ELA Short Stories Unit Page 4 of 4
Hair Style / Appearance
On-Court Superpower
Favorite Off-Court Interest
Summarize the main difference between the twins on pages 5–10:
In poetry, authors don't always tell us how characters feel—we have to make inferences! Let's examine how Josh Bell feels about his father's championship ring.
1. Text Evidence
"I wear my dad's ring when he lets me. It is heavy, shiny, and makes me feel like a champion."
2. My Schema
What I know about physical symbols or family treasures handed down:
3. My Inference
What this tells me about how Josh feels about Chuck's basketball legacy:
A. Written Inference Statement:
B. Metaphor Analysis:
How is a basketball "crossover" move like a life decision?
Prompt: Based on pages 5–10, does Jordan (JB) love betting and joking more than Josh does? Draft an argument supporting your claim.
1. CLAIM (Your Answer)
2. EVIDENCE (Page Citation)
3. EXPLANATION (Connect it)
Draft your Paragraph (Claim, Evidence, and Explanation):
My Checklist
Claim Written
Quote Cited
Capital Letters
End Punctuation
Goal Proofed
The Crossover Student Modular Pack - Week 1 Page 3 of 4
Teacher Implementation Guide
Weekly Pacing & Session Timing Evaluation
Pacing Blueprint Week 1 (Early Nov)
Student Session Matrix & Module Routing
This matrix outlines exactly which modules students complete during their assigned weekly slots. Use this to monitor individual self-pacing over the course of the week.
How it Fits the 45-Minute Limit: Each module is designed as an isolated 15–20 minute sprint. For Tier C & D students (2x and 3x weekly), sessions combine complementary modules (e.g., 10-min decoding warm-up paired with 35-min shared verse reading). This fits perfectly into the expanded 45-minute blocks.
Differentiated Scaffolding Strategy: The last 2 modules (Mod 5 & 6) contain high-level graphic organizers and claim structures. Since Tier D students (LGe, SLo, AOl) only have 2 sessions, they bypass the lower-level syllable matching in Module 4 and transition directly from the reading into critical thinking tasks.
Best Practices for the 45-Minute Rotation
Pre-Teach Vocabulary: Spend the first 10 minutes of Session 1 tapping out syllables on the desk (Mod 1).
Self-Correction Stations: Place a green pencil at the center of the table for the peer editing tasks in HHa's Tier B rotation.
Staggered Start: When working with mixed-tier groups, get Tier D students reading independently first while running the syllable shootout modeling with JGa.
The Crossover Student Modular Pack - Week 1 Page 4 of 4
Consequences / Reaction
Explain how Laurie acts toward his parents on his very first day of school:
