Scope and Sequence for Grade 6 EL Education

This scope and sequence map is designed to seamlessly integrate ELA skill development with the thematic focus typical of EL Education’s Grade 6 curriculum. While it is primarily an English Language Arts roadmap, this plan explicitly aligns with Next Generation Science Standards (NGSS) to foster cross-disciplinary literacy skills that support scientific understanding through reading, writing, and discussion.

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Yearlong Scope and Sequence Overview

Unit / Theme	Reading Comprehension Skills	Vocabulary Development	Writing Focus	Speaking & Listening	Grammar Focus	NGSS Connections (Science Literacy)
Unit 1: Exploration & Inquiry	Main idea & supporting details; Questioning text	Domain-specific: scientific inquiry, observation	Writing explanations and reflections	Collaborative discussions & questioning	Sentence types; Using commas	MS-LS1-1: Structure and function (organisms) – Understanding scientific processes
Unit 2: Earth and Space	Text features; Cause/effect; Summarizing	Earth science vocabulary	Informative essays on earth systems	Presentation of findings	Pronoun-antecedent agreement	MS-ESS2-1: Earth's systems – Interactions among land, water, and atmosphere
Unit 3: Ecology & Environment	Comparing multiple texts; Text structures	Ecology and environment terms	Argument writing: Environmental issues	Debates on conservation	Subject-verb agreement	MS-LS2-1: Ecosystems dynamics – Interactions in ecosystems
Unit 4: Energy & Forces	Drawing inferences; Analyzing diagrams	Energy-related technical vocabulary	Technical writing: Energy processes	Explaining scientific concepts	Complex sentences	MS-PS3-1: Energy – Interaction of energy and matter
Unit 5: Human Impact	Author’s purpose; Evaluating arguments	Human impact terms	Persuasive letters to community leaders	Listening & responding critically	Modifiers and adverb placement	MS-ESS3-3: Human impacts on Earth systems
Unit 6: Innovation and Technology	Synthesizing information; Comparing points of view	Technology & innovation vocabulary	Research reporting and multimedia projects	Collaborative presentations	Transition words & paragraphs	MS-ETS1-1: Engineering design – Defining and solving problems

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60-Minute Sample: Unit 3 - Ecology & Environment

Topic: Ecosystem Interactions and Human Impact

Objective:

Students will analyze two informational texts about ecosystems and human impacts, compare their viewpoints, and develop an argument supporting conservation efforts, integrating NGSS crosscutting concepts of systems and interactions.

NGSS Standards Addressed:

• MS-LS2-1: Analyze interactions in ecosystems
• MS-ESS3-3: Human impacts on Earth systems

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Lesson Breakdown

Time	Activity	Description
0-10 min	Warm-Up & Introduction	Quick review of ecosystems: students brainstorm examples of biotic and abiotic factors. Introduce today’s purpose - exploring how humans affect ecosystems using reading.
10-25 min	Reading: Paired Texts	Distribute two short informational texts (about local ecosystem and an animal species affected by pollution). Students read silently then annotate key points and vocabulary. (Focus vocab: biodiversity, habitat, pollution, conservation)
25-35 min	Guided Comparison Discussion	In small groups, students discuss similarities & differences in texts using a graphic organizer (Venn diagram). Teacher models how to cite textual evidence.
35-45 min	Writing Argument	Individually, students draft a short argument paragraph answering: “Why is it important to protect ecosystems? Use evidence from texts.” Teacher circulates, providing feedback on use of text evidence and clear reasoning.
45-55 min	Speaking & Sharing	Students share their arguments in pairs, practicing respectful listening and adding one piece of constructive feedback to a peer’s argument.
55-60 min	Wrap-Up & Exit Ticket	Exit ticket prompt: “Name one way humans can positively impact ecosystems.” Collect for formative assessment.

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Materials Needed

• Paired informational texts on ecosystems (print copies for 26 students)
• Graphic organizers (Venn diagrams)
• Writing paper/notebooks
• Vocabulary list displayed on board

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Assessment

• Informal formative assessments through group discussion participation
• Written argument paragraph assessed for use of text evidence and clarity
• Exit ticket to check vocabulary understanding and concept retention

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Teacher Notes

• Encourage students to use sentence stems such as:
  “According to the text…”
  “One way the ecosystem is affected is…”
• Connect vocabulary with visuals or real-world examples to aid retention
• Extend learning by linking to school or community environmental projects

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Final Thoughts

This integrated ELA and science approach ensures Grade 6 students strengthen critical reading and argument writing skills while deeply engaging with important scientific concepts as guided by NGSS. The lesson promotes literacy within the context of real-world science issues, advancing stronger STEM communication skills needed for future academic success.