Performance Standards 1st Nine Weeks
ELA6R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
- For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
- Identifies and analyzes sensory details and figurative language.
- Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.
- Identifies and analyzes the elements of setting, characterization, plot, and the resolution of the conflict of a story or play:
- internal/external conflicts
- character conflicts, characters vs. nature, characters vs. society
- Identifies the speaker and recognizes the difference between first- and third-person narration.
- Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme.
- Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature:
- Sound (e.g., alliteration, onomatopoeia, rhyme scheme)
- Figurative language (i.e., simile, metaphor, hyperbole, personification)
- Graphics (i.e., capital letters, line length, bold face print, italics).
ELA6R2: The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:
- Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues.
- Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.
- Identifies and interprets words with multiple meanings.
- Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words.
ELA6R3: The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student:
- Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.
- Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).
- Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
Reading Across the Curriculum
ELA6RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The student
- Identifies messages and themes from books in all subject areas.
- Responds to a variety of texts in multiple modes of discourse.
- Relates messages and themes from one subject area to those in another area.
- Evaluates the merits of texts in every subject discipline.
- Examines the author’s purpose in writing.
- Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary).
ELA6RC3 The student acquires new vocabulary in each content area and uses it correctly. The student
- Demonstrates an understanding of contextual vocabulary in various subjects.
- Uses content vocabulary in writing and speaking.
- Explores understanding of new words found in subject area texts.
ELA6RC4 The student establishes a context for information acquired by reading across subject areas. The student
- Explores life experiences related to subject area content.
- Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.
- Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.
ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student
- Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
- Writes texts of a length appropriate to address the topic or tell the story.
- Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
- Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA6W2 The student demonstrates competence in a variety of genres.
- The student produces a narrative (fictional, personal) that:
- Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices).
- Creates an organizing structure appropriate to purpose, audience, and context.
- Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).
- Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, movement, gestures, expressions).
- Excludes extraneous details and inconsistencies.
- Provides a sense of closure appropriate to the writing.
- The student produces a multi-paragraph persuasive essay that:
- Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
- States a clear position of a proposition or proposal.
- Supports the position with organized and relevant evidence.
- Excludes information and arguments that are irrelevant.
- Creates an organizing structure appropriate to a specific purpose, audience, and context.
- Anticipates and addresses readers’ concerns and counter-arguments.
- Provides a sense of closure to the writing.
ELA6W3 The student uses research and technology to support writing. The student
- Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information.
- Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).
- Cites references.
ELA6W4 The student consistently uses the writing process to develop, revise,
- Plans and drafts independently and resourcefully.
- Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.
- Edits to correct errors in spelling, punctuation, etc.
ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
- Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
- Identifies and uses nouns – abstract, common, collective, plural, and possessive.
- Identifies and uses pronouns – personal, possessive, interrogative, demonstrative, reflexive, and indefinite.
- Identifies and uses conjunctions – coordinating, correlative, and common subordinating.
- Identifies and uses interjections.
- Identifies and writes simple, compound, complex, and compound-complex sentences, avoiding fragments and run-ons.
- Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).
- Uses common spelling rules, applies common spelling patterns, and develops and masters words that are commonly misspelled.
- Produces final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.
ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
- Initiates new topics in addition to responding to adult-initiated topics.
- Asks relevant questions.
- Responds to questions with appropriate information.
- Confirms understanding by paraphrasing the adult’s directions or suggestions.
- Displays appropriate turn-taking behaviors.
- Actively solicits another person’s comments or opinions.
- Offers own opinion forcefully without being domineering.
- Responds appropriately to comments and questions.
- Volunteers contributions and responds when directly solicited by teacher or discussion leader.
- Gives reasons in support of opinions expressed.
- Clarifies, illustrates, or expands on a response when asked to do so.
- Employs a group decision-making technique such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
- Writes a response to/reflection of interactions with others.
ELA6LSV2 The student listens to and views various forms of text and media
- When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student
- Identifies persuasive and propaganda techniques used in media and identifies false and misleading information.
- Identifies the tone, mood, and emotion conveyed in the oral communication.
- When delivering or responding to presentations, the student:
- Gives oral presentations or dramatic interpretations for various purposes.
- Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).
- Uses language for dramatic effect.
- Uses language for dramatic effect.
- Uses electronic media for presentations.
Number and Operations
M6N1. Students will understand the meaning of the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems.
- Apply factors and multiples.
- Decompose numbers into their prime factorization (Fundamental Theorem of Arithmetic).
- Determine the greatest common factor (GCF) and the least common multiple (LCM) for a set of numbers.
- Add and subtract fractions and mixed numbers with unlike denominators.
- Multiply and divide fractions and mixed numbers.
- Use fractions, decimals, and percents interchangeably.
- Solve problems involving fractions, decimals, and percents.
Rocks, Minerals, Weathering and Erosion
S6E5: Students will investigate the scientific view of how the earth’s surface is formed
- Investigate the contribution of minerals to rock composition.
- Classify rocks by their process of formation.
- Describe processes that change rocks and the surface of the earth.
- Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
- Describe how fossils show evidence of the changing surface and climate of the Earth.
- Describe soil as consisting of weathered rocks and decomposed organic material.
- Explain the effects of human activity on the erosion of the earth’s surface.
- Describe methods for conserving natural resources such as water, soil, and air.
S6E6: Students will describe various sources of energy and with their uses and conservation.
- Identify renewable and nonrenewable resources.
SS6H4 The student will describe the important developments in Europe between 1400 CE and 1800 CE.
- Explain how artists such as Michelangelo and Leonardo da Vinci contributed to the Renaissance.
- Explain the role of Martin Luther in the Reformation.
- Explain how scientists such as Galileo and Newton changed our knowledge of science and why the Scientific Revolution is important.
- Describe the Industrial Revolution; include its impact on cities, life styles, and agriculture.
SS6H5 The student will describe major developments in Europe during the 20th century.
- Explain the origin and function of the European Union.
SS6G5 The student will be able to describe and locate the important physical and human characteristics of Europe.
- Describe and locate major physical features; include the Arctic Ocean, Norwegian Sea, Baltic Sea, Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River, the Alps, the Pyrenees, the Balkan Mountains, Ural Mountains, Strait of Gibraltar, English Channel, Iberian Peninsula, and Scandinavian Peninsula.
- Describe and locate the nations of Great Britain, Norway, Sweden, Finland, Russia, Poland, Germany, France, Spain, Switzerland, Italy, Hungary, Austria, Czech Republic, Romania, Netherlands, Belgium, Estonia, Latvia, Lithuania, and Ukraine.
- Describe the geographic and cultural boundaries of Europe; include whether Turkey should be considered part of Europe or Asia.
SS6G6 The student will discuss the impact of government policies and individual behaviors on the European environment.
- Explain the major concerns of Europeans regarding the environment; include issues of agricultural reform, air quality in cities, the impact of global warming, and water pollution.
- Describe the policies of countries such as Germany, England, France, Poland, and Russia concerning agricultural reform, air quality in cities, the impact of global warming, and water pollution.
- Describe the environmental consequences resulting from the nuclear disaster in Chernobyl, Ukraine.
SS6G7 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Europe.
- Describe how Europe’s location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the river system and the many good harbors.
- Explain the distribution of natural resources and how that has affected Europe.
SS6G8 The student will describe the cultural characteristics of Europe.
- Explain the diversity of European culture as seen in a comparison of German, Greek, Russian, French, and Italian languages, customs, and traditions.
- Describe the customs and traditions of the major religions in Europe; include Judaism, Christianity (Catholic, Orthodox, and Protestant), and Islam and locate where each religion is the primary religion.
- Explain how the literacy rate in Europe has had an impact on its development in the modern world.
- Describe major contributions to literature (e.g., Nobel Prize winning authors), art (e.g., Van Gogh, Picasso), and music (e.g., classical, opera, Andrew Lloyd Webber).
SS6CG2 The student will describe modern European governments.
- Explain the parliamentary system of the United Kingdom and compare it with a presidential system, such as the U.S., and the dual system of France.
- Describe the purpose of the European Union and the relationship between member nations.
SS6E5 The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in England, Germany, and Russia.
SS6E6 The student will give examples of how voluntary trade benefits buyers and sellers in Europe.
- Define types of trade barriers, both physical and economic, and how they influence the development of trade within Europe (e.g., extensive trade by rivers, different currencies in each European country).
- Illustrate how international trade requires a system for exchanging currency between and among nations and how the European Union and the Euro facilitate trade.
- Identify examples of currencies from nations such as England, France, Italy, Greece, Russia, and Poland.
SS6E7 The student will describe the factors that cause economic growth and examine their presence or absence in countries such as England, Germany, Russia, Poland, and Romania.
- Describe investment in human capital; include the health, education, and training of people.
- Describe investment in capital goods; include factories, machinery, and new technology.
- Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.
- Describe the role of entrepreneurs who take the risks of organizing productive resources.