grade 6
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Word
Analysis, Fluency, and Systematic Vocabulary Development |
Vocabulary and Concept
Development 1.2 Identify and interpret figurative language and words with multiple meanings. 1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. 1.5 Understand and explain “shades of meaning” in related words (e.g., softly and quietly). |
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Reading
Comprehension |
2.1 Identify the structural
features of popular media (e.g., newspapers, magazines, online information)
and use the features to obtain information. 2.2 Analyze text that uses the
compare-and-contrast organizational pattern. 2.3 Connect and clarify main ideas
by identifying their relationships to other sources and related topics. 2.4 Clarify an understanding of
texts by creating outlines, logical notes, summaries, or reports. 2.5 Follow multiple-step
instructions for preparing applications (e.g., for a public library card,
bank savings account, sports club, league membership). 2.6 Determine the adequacy and
appropriateness of the evidence for an author’s conclusions. |
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Literary
Response and Analysis |
3.1
Identify the forms of fiction and describe the
major characteristics of each form. 3.2
Analyze the effect of the qualities of the
character (e.g., courage or cowardice, ambition or laziness) on the plot and
the resolution of the conflict. 3.4 Define how tone or meaning is conveyed in
poetry through word choice, figurative language, sentence structure, line
length, punctuation, rhythm, repetition, and rhyme. 3.5 Identify the speaker and recognize the
difference between first- and third-person narrations (e.g., autobiography
compared with biography). 3.6
Identify and analyze features of themes conveyed
through characters, actions, and images. 3.7
Critique the credibility of characterization and
the degree to which a plot is contrived or realistic (e.g., compares use of
fact and fantasy in historical fiction). |
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Writing
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Writing
Strategies |
Organization and Focus / Research & Technology/Evaluation & Revision1.2 Create multiple-paragraph expository
compositions that engage the interest of the reader and state a clear
purpose; develop the topic with supporting details and precise verbs, nouns,
and adjectives to paint a visual image in the mind of the reader; and
conclude with a detailed summary linked to the purpose of the composition. 1.4 Use organizational features of electronic
text. 1.6 Revise writing to improve the organization
and consistency of ideas within and between paragraphs. |
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Writing
Applications |
2.1 Write narratives that
establish and develop a plot/setting and present a point of view that is
appropriate to the stories; include sensory details and concrete language to
develop plot and character; and use a range of narrative devices. 2.2 Write expository
compositions that state the thesis or purpose; explain the situation; follow
an organizational pattern; and offer persuasive evidence. |
2.3 Write research reports that pose relevant questions; support the main idea with details; and include a biography. 2.4 Write responses to
literature that develop and justify interpretation through sustained use of
examples and textual evidence. 2.5 Write persuasive compositions
that state a clear position; support the position and address reader concerns
and counterarguments. |
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Written/Oral
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Conventions |
Sentence Structure / Grammar /
Punctuation / Capitalization / Spelling
1.1 Use simple, compound, and compound-complex
sentences; use effective coordination and subordination of ideas to express
complete thoughts. 1.2
Identify and properly use indefinite pronouns
and present perfect, past, perfect, and future perfect verb tenses; ensure
that verbs agree with compound subjects. 1.3
Use colons after the salutation in business
letters, semicolons to connect independent clauses, and commas when linking
two clauses with a conjunction in compound sentences. 1.4
Use correct capitalization. 1.5
Spell frequently misspelled words correctly
(e.g., their, they’re, there). |
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Listening and Speaking
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Strategies
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1.4 Select a focus, an organizational
structure, and a point of view, matching the purpose, message, occasion, and
vocal modulation to the audience. 1.5 Emphasize salient points to assist the
listener in following the main ideas and concepts. 2.1 Deliver
narrative presentations that establish a context, plot, and point of view;
include sensory details and concrete language to develop the plot and
character; and use a range of narrative devices (e.g., dialogue, tension, or
suspense). 2.2 Deliver
informative presentations that pose relevant questions and develop the topic
with facts, details, examples, and explanation from multiple authoritative
sources (e.g., speakers, periodicals, online information).that pose relevant
questions and develop the topic with facts, details, examples, and
explanation from multiple authoritative sources (e.g., speakers, periodicals,
online information). |
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Number Sense |
1.0 Students
compare and order positive and negative fractions, decimals, and mixed
numbers; solve problems involving fractions, ratios, proportions, and
percentages. 1.1 Compare and order positive and negative fractions,
decimals, and mixed numbers and place them on a number line. 1.2 Interpret
and use ratios in different contexts (e.g., battling averages, miles per
hour) to show the relative sizes of two quantities, using appropriate
notations (a/b, a to b, a:b). 1.3 Use
proportions to solve problems; use cross-multiplication as a method for
solving such problems. 1.4 Calculate
given percentages of quantities and solve problems involving discounts at
sales, interest earned, and tips. 2.0 Students
calculate and solve problems involving addition, subtractions,
multiplication, and division. 2.3 Solve
addition, subtraction, multiplication, and division problems with positive
and negative integers and combination of these operations. 2.4 Determine
the least common multiple and the greatest common divisor of whole numbers;
use them to solve problems with fractions (e.g., to find a common denominator
to add two fractions or to find the reduced form for a fraction). |
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Algebra &
Functions |
1.0 Students
write verbal expressions and sentences as algebraic expressions and
equations; they evaluate algebraic expressions, solve simple linear
equations, and graph and interpret their results. 1.1 Write and solve one-step linear equations
in one variable. 2.2 Demonstrate an understanding that rate
is a measure of one quantity per unit value of another quantity. |
Measurement
& Geometry
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1.1 Understand the concept of a constant such
as p ; know the formulas for the
circumference and area of a circle. 2.1 Identify angles as vertical, adjacent, complementary,
or supplementary and provide descriptions of these terms. 2.2 Use the properties of complementary and
supplementary angles and the sum of the angles of a triangle to solve
problems involving an unknown angle. |
Statistics, Data
Analysis, and
Probability
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1.1 Compute the range, mean, median, and mode
of data sets. 2.2 Identify
different ways of selecting a sample and which method makes a sample more
representative for a population. 2.3 Analyze
data displays and explain why the way in which the question was asked might
have influenced the results obtained and conclusions reached. 2.4 Identify
data that represent sampling errors and explain why the sample (and the
display) might be biased. 2.5 Identify
claims based on statistical data and, in simple cases, evaluate the validity
of the claims. 3.1
Represent all possible outcomes for compound
events in an organized way. 3.3 Represent probabilities as ratios,
proportions, decimals between 0 and 1, and percentages between 0 and 100 and
verify that the probabilities computed are reasonable; know that if P is the
probability of an event, 1-P is the probability of an event not occurring. |
Mathematical
Reasoning
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1.0 Students
make decisions about how to approach problems. 2.0 Students
use strategies, skills, and concepts in finding solutions. |
Analysis
Skills
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Chronological
and Spatial
Thinking |
1.
Explain how major events are related to one
another in time. 2.
Construct various time lines of key events,
people, and periods of the historical era. 3.
Use a variety of maps and documents to identify
physical and cultural features. |
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Research,
Evidence,
and Point
of View |
1. Frame questions that can be answered by
historical study and research. 2. Distinguish fact from opinion in historical
narratives and stories. 5. Detect the different historical points on
historical events and determine the context in which the historical
statements were made. |
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Historical
Interpretation |
1.
Explain the central issues and problems from the
past, placing people and events in a matrix of time and place. 2.
Understand and distinguish cause, effect,
sequence, and correlation in historical events, including the long- and
short-term casual relations. |
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Content Standards
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6.2 Early civilizations: |
1. Locate and describe the major river systems
and discuss the physical settings that supported permanent settlement and
early civilizations. 3. Understand the relationship between
religion and the social and political order in 4. Know the significance of The Code of Hammurabi. 8. Identify the location of the |
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6.3 Analyze Ancient Hebrews |
1. Describe the origins and significance of
Judaism as the first monotheistic religion based on the concept of one God
who sets down moral laws for humanity. 4. Discuss the locations of the settlements
and movements of Hebrew peoples, including the Exodus and their movement to
and from |
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6.4 Analyze |
1. Discuss the connections between geography and
the development of city-states in the region of the 2. Trace the transition from tyranny and
oligarchy to early democratic forms of government and back to dictatorship in
ancient 3. State the key differences between Athenian,
or direct, democracy and representative democracy. |
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6.5 Analyze early
civilizations of |
1. Locate and describe the
major river system and discuss the physical setting that supported the rise
of this civilization. 3. Explain the major beliefs
and practices of Brahmanism in 7. Discuss important aesthetic
and intellectual traditions (e.g., Sanskrit literature, medicine, and
mathematics). |
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6.6 Analyze early
civilizations of |
1.
Locate and describe the origins of Chinese
civilization in the 2.
Explain the geographic features of Chins that
made governance and the spread of ideas and goods difficult and served to
isolate the country from the rest of the world. 4. Identify the political and cultural
problems prevalent in the time of 5. List the policies and achievements of the |
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6.7 Analyze the development
of |
1.
Identify the location and describe the rise of
the 2.
Describe the government of the 3.
Identify the location of and the political and geographic
reasons for the growth of 7.
Describe the circumstances that led to the
spread of Christianity in 8.
Discuss the legacies of Roman art and
architecture, technology, and science, literature, language, and law. |
Physical
Sciences
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3) (Thermal
Energy) Heat moves in a predictable flow from warmer to cooler objects. |
a. Students know energy can be carried
from one place to another by heat flow or by waves, including water, light
and sound waves, or by moving objects. b. Students know that when fuel is
consumed, most of the energy released becomes heat energy. c. Students know heat
flows in solids by conduction (no flow of matter) and in fluids by conduction
and convection (involves flow of matter). |
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4)
(Energy Transfer) Many phenomena on the Earth’s surface are
affected by the transfer of energy through radiation and convection currents. |
a. Many phenomena on the Earth’s surface
(wind, ocean, currents, and the water cycle). b. Students know solar energy reaches Earth
through radiation, mostly in the form of visible light. |
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Life
Sciences
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5)
(Ecology) Organisms in ecosystems ex-change energy and nutrients. |
As a basis for understanding this concept: a. Students know energy entering ecosystems
as sunlight is transferred by producers into chemical energy through
photosynthesis and then form organism to organism through food webs. b. Students know matter is transferred
over time from one organism to others in the food web and between organisms
and the physical environment. c. Students know populations of
organisms can be categorized by the functions they serve in the ecosystem. e. Students know the number and types
of organisms an ecosystem can support depends on the resources available and
on abiotic factors, such as quantities of light and water, a range of
temperature, and soil composition |
Earth
Sciences
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1)
Plate tectonics accounts for important features of the Earth’s surface and
major geo-logic events. |
As a basis for understanding this concept: a. Students know evidence of plate
tectonics is derived form the fit of the continents, the location of
earthquakes, volcanoes, and midocean ridges, and the distribution of fossils,
rock types, and ancient climatic zones. b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core. c. Students know lithospheric plates
the size of continents and oceans, move at rates of centimeters per year in
response to movements in the mantle. d. Students know that earthquakes are
sudden motions along breaks in the crust called faults and that volcanoes and
fissures are location where magma reaches the surface. e. Students know major geologic events,
such as earthquakes, volcanic eruptions, and mountain building, result from
plate tectonics |
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2)
Topography is reshaped by weathering and erosion. |
a. Students know water running downhill
is the dominant process in shaping the landscape, including b. Students know rivers and streams are
dynamic systems that erode, transport sediment, change course, and flood
their banks in natural and recurring patterns. c. Students know beaches are dynamic
systems in which the sand is supplied by rivers and moved along the coast by
the action of waves. |
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6)
(Resources) Sources of energy and materials differ in amounts, lo-cation,
use-fulness, and formation time. |
As a basis for understanding this concept: b. Students
know different natural energy and material resources, including air,
soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and
know how to classify them as renewable or nonrenewable. |
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Investigation & Experimentation
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7. Scientific progress is made by asking
meaningful questions and conducting careful investigations. |
Students will: b. Select and use appropriate
scientific tools and technology (including calculators, computers, balances,
spring scales, microscopes, and binoculars) to perform tests, and collect and
display data. c. Construct appropriate graphs
from data and develop qualitative statements about the relationships between
variables. d. Communicate the steps and
results from an investigation in written reports and oral presentations. f. Read a topographic map and a
geologic map for evidence provided on the maps and construct and interpret a
simple scale map. h. Identify changes in natural
phenomena over time without manipulating the phenomena (e.g., tree limb, a grove
of trees, a stream, a hill, slope). |