4-5-6 Grade Span

Grade 6

English Language Arts & Literacy

California Common Core State Standards

Reading Literature

Key Ideas and Details

• Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

  • Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Craft and Structure

• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

• Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

• Explain how an author develops the point of view of the narrator or speaker in a text.

Integration of Knowledge and Ideas

• Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading to what they perceive when they listen or watch.

• Compare and contrast texts in different forms or genres.

Range of Reading and Level of Text Complexity

• By the end of the year, read and comprehend

• literature, including stories, dramas, and

• poems, in the grades 6–8 text complexity band

• proficiently, with scaffolding as needed at the

• high end of the range.

Reading Informational Text

Key Ideas and Details

• Cite textual evidence to support analysis of what the text says explicitly and inferences from the text.

  • Central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

  • Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text

Craft and Structure

• Meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

• Analyze how a sentence, paragraph, chapter, or section fits into the overall structure of a text and development of the ideas.

• Analyze the use of text features (e.g., graphics, headers, captions) in popular media.

• Author’s point of view or purpose and how it is conveyed.

Integration of Knowledge and Ideas

• • Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words.

• Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

• Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Range of Reading and Level of Text Complexity

• • By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

1. Write arguments to support claims with clear reasons and relevant evidence.

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• technology

Research to Build to Present Knowledge

• Conduct short research projects to answer a question, drawing on several sources, refocusing the inquiry when appropriate.

  • Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others, avoiding plagiarism, providing basic bibliographic information.

  • Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

• Write routinely over extended time frames and shorter time frames.

Listening and Speaking

Comprehension and Collaboration

• Engage effectively in a range of collaborative discussions

• Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

• Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

• Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes (Informative/explanatory presentation)

  • Include multimedia components and visual displays in presentations to clarify information.

  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Pronouns in the proper case, Use all pronouns, intensive pronouns, Recognize and correct inappropriate shifts in pronoun number and person, Correct vague pronouns, Variations from standard English in their own and others’ writing and speaking, Use strategies to improve expression)

• Demonstrate command of the conventions of

• standard English capitalization, punctuation, and spelling when writing. (Use punctuation to set off nonrestrictive/parenthetical elements, Spell correctly)

Knowledge of Languauge

• Use knowledge of language and conventions when writing, speaking, reading, or listening. (Vary sentence patterns for meaning, reader/listener interest, and style, Maintain consistency in style and tone)

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, using a range of strategies. (Use context clues, Common, grade-appropriate Greek or Latin affixes and roots, Reference materials both print and digital, Verify the preliminary determination of the meaning of a word or phrase)

• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Interpret figures of speech, Use the relationships between words to understand each of the words, Distinguish among the connotations of words with similar denotations)

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Math

California Common Core State Standards

• Ratio and Proportions

• - Ratio and Unit Rates (percent, 30/100 = 30%)

• The Number System

• - Apply and Extend on Previous Understanding of Multiplication and Division to Divide Fractions

• - Fluently add/subtract/multiply/divide Whole Numbers and Multi-digit Decimals. GCF. LCM

• - Rational Numbers and Absolute Value (with inequalities). Coordinate Plane

• Expressions and Equations

• - Whole Number Exponents. Letters Stand for Numbers in Expressions

• - Apply Properties of Operations. Identify Equivalent Expressions

• - Solve One Variable Equations and Inequalities

• - Dependent vs. Independent Variables

• Geometry

• - Solve Real World Problems Involving Area, Surface Area, and Volume

• Statistics and Probability

• - Understand Statistical Questions Should Introduce Variability in Data

• - Present and Display Data. Median, Mean, Absolute Deviation, and Outliers

Science

• Earth Science

• - The Roles of Water in Earth's Surface Process - Water cycle: transpiration, evaporation, condensation, crystallization, precipitation, and down- hill-flow. Sunlight and gravity affect global movement of water. Variations of density due to variations of temperature and salinity drive Interconnected ocean currents.

• - Weather and Climate - Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things and can only be predicted probabilistically.

• - Human Impacts on Earth Systems - Human activities have affected biosphere. As human population goes up, so do negative impacts for other living things.

• - Global Climate Change - Greenhouse gas & fossil fuel burning leads to increase in temperature.

• Life Science

  • - Structure and Function - Living things are made of cells (unicellular and multicellular). Organelles and functions. Body is made of systems in which cells form tissues which form organs.

  • - Growth and Development of Organisms - Animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants. Genetic factors and local conditions can affect growth. Organisms reproduce sexually or asexually.

  • - Information Processing - Sensory receptors respond to input (stimulus) which transmit message to brain

  • - Inheritance of Traits - Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.

  • - Variation of Traits - In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.

• Physical Science

• - Definition of Energy - The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule.

• - Conservation of Energy & Energy Transfer -

• - Relationship Between Energy and Forces - When 2 objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object

Engineering

Project Lead the Way

• Design and Modeling

• - Perspective

• - 2D and 3D drawing

• - Measurement

• - 3d Modeling (Autodesk Inventor)

• Automation and Robotics

• - Vex and Robot C

Coding

• Potential Programs

• - Khan Academy

Social Studies

Ancient Civilizations

• 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.

• 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

• 6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.

• 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.

• 6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.

• 6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.

• 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.

Visual and Performing Arts

(Key Concepts)

Dance

• 1.1 (Artistic Perception) Demonstrate focus, physical control, coordination, and accurate reproduction in performing loco­ motor and axial movement.

• 1.4 (Artistic Perception) Use the principles of contrast, unity, and variety in phrasing in dance studies and dances.

• 2.2 (Creative Expression) Compare and demonstrate the difference between imitating movement and creating original material.

• 3.3 (Historical and Cultural Context) Explain the various ways people have experienced dance in their daily lives (e.g., Roman entertainments, Asian religious ceremonies, baby naming in Ghana, Latin American celebrations).

• 4.1 (Aesthetic Valuing) Apply knowledge of the elements of dance and the craft of choreography to critiquing (spatial design, variety, contrast, clear structure).

Music

• 1.2 (Artistic Perception) Read, write, and perform rhythmic and melodic notation, using standard symbols for pitch, meter, rhythm, dynamics, and tempo in duple and triple meters.

• 2.1 (Creative Expression) Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, good posture, tone quality, and vowel shape—written and memorized, by oneself and in ensembles (level of difficulty: 1 on a scale of 1–6).

• 2.3 (Creative Expression) Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 1 on a scale of 1–6).

• 2.6 (Creative Expression) Improvise simple melodies.

• 4.1 (Aesthetic Valuing) Develop criteria for evaluating the quality and effectiveness of musical performances and compositions, including arrangements and improvisations, and apply the criteria in personal listening and performing.

• 4.2 (Aesthetic Valuing) Explain how various aesthetic qualities convey images, feeling, or emotion.

Theatre

• 1.1 (Artistic Perception)Use the vocabulary of theatre, such as action/ reaction, vocal projection, subtext, theme, mood, design, production values, and stage crew, to de­ scribe theatrical experiences.

• 2.2 (Creative Expression) Use effective vocal expression, gesture, facial expression, and timing to create character.

• 2.3 (Creative Expression) Write and perform scenes or one-act plays that include monologue, dialogue, action, and setting together with a range of character types.

• 3.2 (Historical and Cultural Context) Differentiate the theatrical traditions of cultures throughout the world, such as those in Ancient Greece, Egypt, China, and West Africa.

• 4.1 (Aesthetic Valuing) Develop and apply appropriate criteria for evaluating sets, lighting, costumes, makeup, and props.

Visual Arts

• 1.4 (Artistic Perception) Describe how balance is effectively used in a work of art (e.g., symmetrical, asymmetrical, radial).

• 2.4 (Creative Expression) Create increasingly complex original works of art reflecting personal choices and increased technical skill.

• 2.5 (Creative Expression) Select specific media and processes to express moods, feelings, themes, or ideas.

• 3.1 (Historical and Cultural Context) Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic).

• 4.4 (Aesthetic Valuing) Change, edit, or revise their works of art after a critique, articulating reasons for their changess