6th GRADE STANDARDS


 

6th Grade Reading Standards
 

E1a
The student reads at least twenty-five books or book equivalents each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers. 

E1b
The student reads and comprehends at least four books (or book equivalents) about one issue or subject, or four books in one genre, and produces evidence of reading that:
* makes and supports warranted and responsible assertions about the texts;
* supports assertions with elaborated and convincing evidence;
* draws the texts together to compare and contrast themes, characters, and ideas;
* makes perceptive and well developed connections;
* evaluates writing strategies and elements of the author's craft.

E1c
The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:
* restates or summarizes information;
* relates new information to prior knowledge and experience;
* extends ideas;
* makes connections to related topics or information.

E1d
The student reads aloud, accurately (in the range of 85-90%), familiar material of the quality and complexity illustrated in the sample reading list, and in a way that makes meaning clear to listeners by:
* self correcting when subsequent reading indicates an earlier miscue;
* using a range of cueing systems, e.g., phonics and context clues, to determine pronunciation and meanings;
* reading with a rhythm flow and meter that sounds like everyday speech.

E1e

The student demonstrates familiarity with a variety of functional documents and produces written or oral work that does one or more of the following:

*identifies the institutional contest of the document;

*identifies the sequence of activities needed to carry out a procedure;

*analyzes or uses the formatting techniques used to make a document user-friendly;

*identifies any information that is either extraneous or missing in terms of audience and purpose or makes effective use of relevant information.

 

 

6th Grade Writing Standards
 

E2a – The student produces a report

E2b - The student produces a response to literature

E2c – The student produces a narrative account

E2d – The student produces a narrative procedure

E2e – The student produces a persuasive essay

*Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
*Provides a sense of closure to the writing
*Creates an organizing structure appropriate to purpose, audience, and context;

E2a  The Student develops a controlling idea that conveys a perspective on the subject;
*Includes appropriate facts and details;
*Excludes extraneous and inappropriate information
*Uses a range of appropriate strategies, such as providing facts and details, describing, or analyzing the subject, narrating a relevant anecdote, comparing and contrasting, naming, and explaining benefits or limitations

E2b  The student advances a judgment that is interpretive, analytic, evaluative, or reflective;
            *Supports a judgment through references to the text, references to other works, authors, or non-
              print media, or references to personal knowledge;
            *Demonstrates an understanding for the literary work;
            *Anticipates and answers a reader’s question;

E2c  The student establishes a situation, plot, point of view, setting, and conflict;
             *Includes sensory details and concrete language to develop plot and character;
             *Develops complex characters;
             *Uses a range of appropriate strategies, such as dialogue, tension or suspense, naming, and specific  
               narrative action

E2d  The student provides a guide to action for a relatively complicated procedure in order to anticipate a reader’s needs;
                *Creates  expectations through predictable structures
                *Makes use of appropriate writing strategies such as creating a visual hierarchy and using white
                  space and graphics as appropriate
                *Anticipates problems, mistakes, and misunderstanding that might arise for the reader;

E2e   The student develops a controlling idea that makes a clear and knowledgeable judgment;
                *Includes appropriate information and arguments;
                *Excludes information and arguments that are irrelevant;
                *Anticipates and addresses readers concerns and counter-arguments
                *Supports arguments with detailed evidence, citing sources of information as appropriate

 

 

 

6th Grade Social Studies Standards  
 
 

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 

 

Standard 2: World History

Students will use a variety of intellectual skills to demonstrate their understandings of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. 

 

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of geography of the interdependent world in which we live local, national, and global – including the distribution of people, places, and environments other the Earth’s surface.  

 

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the U.S. and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

 

Standard 5: Civics, Citizenship, and Government

Students will a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.