Parents’ Guide

 

 

 

 

 

 

Bath Local Schools

 

 

Sixth Grade

 

 

 

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

 

 

 

 

 

Acknowledgements:

 

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

 Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

 

 

 

 

 

 

 

 

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio  44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

 

 

 

 

 

 

 

Dear Parents and Guardians,

 

Have you ever wondered if your child is learning what he or she needs to know?

 

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

 

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

 

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

 

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

 

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

 

 

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Acquisition of Vocabulary

Indicator

1.   Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.

2.   Apply knowledge of connotation and denotation to determine the meaning of words.

3.   Identify analogies and other word relationships, including synonyms and antonyms, to determine the meaning of words.

4.   Interpret metaphors and similes to understand new uses of words and phrases in text.

5.   Recognize and use words from other languages that have been adopted into the English language.

6.   Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.

7.   Identify symbols and acronyms and connect them to whole words.

8.   Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and     Self-Monitoring Strategies

Indicator

1.   Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

2.   Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.

3.   Make critical comparisons across texts, noting author’s style as well as literal and implied content of text.

4.   Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions.

5.   Select, create and use graphic organizers to interpret textual information.

6.   Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

7.   Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

8.   List questions and search for answers within the text to construct meaning.

9.   Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres, or recommendations from others).

10.    Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

English Language Arts

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1.   Use text features, such as chapter titles, headings and subheading; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information.

2.   Analyze examples of cause and effect and fact and opinion.

3.   Compare and contrast important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.

4.   Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas and critical details of the original text.

5.   Analyze information found in maps, charts, tables, graphs, diagrams and cutaways.

6.   Identify an author’s argument or viewpoint and assess the adequacy and accuracy of details used.

7.   Identify and understand an author’s purpose for writing, including to explain, entertain, persuade or inform.

8.   Summarize information from informational text, identifying the treatment, scope and organization of ideas.

Reading Applications: Literary Text

Indicator

1.   Analyze the techniques authors use to describe characters, including narrator or other characters’ point of view; character’s own thoughts, words or actions.

2.   Identify the features of setting and explain their importance in literary text.

3.   Identify the main and minor events of the plot, and explain how each incident gives rise to the next.

4.   Explain first, third and omniscient points of view, and explain how voice affects the text.

5.   Identify recurring themes, patterns and symbols found in literature from different eras and cultures.

6.   Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, fiction and non-fiction.

7.   Distinguish how an author establishes mood and meaning through word choice, figurative language and syntax.

Writing Processes

Indicator

1.   Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2.   Conduct background reading, interviews or surveys when appropriate.

3.   Establish a thesis statement for informational writing or a plan for narrative writing.

4.   Determine a purpose and audience.

5.   Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

6.   Organize writing, beginning with an introduction, body and a resolution of plot, followed by closing statement or a summary of important ideas and details.

7.   Vary simple, compound and complex sentence structures.

Indicators continued on next page

English Language Arts

8.   Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

9.   Vary language and style as appropriate to audience and purpose.

10.    Use available technology to compose text.

11.    Reread and analyze clarity of writing.

12.    Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose.

13.    Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.

14.    Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

15.    Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

16.    Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17.    Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

Writing Applications

Indicator

1.   Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, characters, and a specific setting.

2.   Write responses to novels, stories, poems and plays that provide an interpretation, critique or reflection and that support judgments with specific references to the text.

3.   Write letters that state the purpose, make requests or give compliments and use business letter format.

4.   Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources and create an organizing structure appropriate to the purpose, audience and context.

5.   Write persuasive essays that establish a clear position and include organized and relevant information to support ideas.

6.   Produce informal writings (e.g., journals, notes and poems) for various purposes.

Writing Conventions

Indicator

1.   Spell frequently misspelled and high-frequency words correctly.

2.   Use commas, end marks, apostrophes and quotation marks correctly.

3.   Use semicolons, colons, hyphens, dashes and brackets.

4.   Use correct capitalization.

5.   Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

6.   Use verbs, including perfect tenses, transitive and intransitive verbs and linking verbs.

7.   Use nominative, objective, possessive, indefinite and relative pronouns.

8.   Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects and prepositional phrases.

English Language Arts

Research

Indicator

1.   Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.

2.   Identify appropriate sources, and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3.   Identify elements of validity in sources, including publication date, coverage, language, points of view, and discuss primary and secondary sources.

4.   Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables, graphic organizers).

5.   Compare and contrast important findings and select sources to support central ideas, concepts and themes.

6.   Use quotations to support ideas.

7.   Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited).

8.   Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question.

Communication: Oral and Visual

Indicator

1.   Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

2.   Summarize the main idea and draw conclusions from presentations and visual media.

3.   Interpret the speaker’s purpose in presentations and visual media(e.g., to inform, to entertain, to persuade).

4.   Identify the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages.

5.   Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

6.   Use clear diction and tone, and adjust volume, phrasing and tempo to stress important ideas.

7.   Adjust speaking content and style according to the needs of the situation, setting and audience.

8.   Deliver informational presentations (e.g., expository, research) that:

a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;

b.   support the controlling idea or thesis with relevant facts, details, examples, quotations, statistics, stories and anecdotes;

c.    include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast);

d.   use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and

e. draw from multiple sources and identify sources used.

Indicators continued on next page

English Language Arts

9.   Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10.    Deliver persuasive presentations that:

a.   establish a clear position;

b.   include relevant evidence to support position and to address potential concerns of listeners; and

c.    follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1.   Decompose and recompose whole numbers using factors and exponents (e.g., 32 = 2 x 2 x 2 x 2 x 2 = 25), and explain why “squared” means “second power” and “cubed” means “third power.”

2.   Find and use the prime factorization of composite numbers. For example:

a.   Use the prime factorization to recognize the greatest common factor (GCF).

b.   Use the prime factorization to recognize the least common multiple (LCM).

c.    Apply the prime factorization to solve problems and explain solutions.

3.   Explain why a number is referred to as being “rational,” and recognize that the expression a/b can mean a parts of size 1/b each, a divided by b, or the ratio of a to b.

4.   Describe what it means to find a specific percent of a number, using real-life examples.

5.   Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100.

6.   Use the order of operations, including the use of exponents, decimals and rational numbers, to simplify numerical expressions.

7.   Use simple expressions involving integers to represent and solve problems; e.g., if a running back loses 15 yards on the first carry but gains 8 yards on the second carry, what is the net gain/loss?

8.   Represent multiplication and division situations involving fractions and decimals with models and visual representations; e.g., show with pattern blocks what it means to take 22/3 ÷ 1/6.

9.   Give examples of how ratios are used to represent comparisons; e.g., part-to-part, part-to-whole, whole-to-part.

10.    Recognize that a quotient may be larger than the dividend when the divisor is a fraction; e.g., 6 ÷ ½ = 12.

11.    Perform fraction and decimal computations and justify their solutions; e.g., using manipulatives, diagrams, mathematical reasoning.

12.    Develop and analyze algorithms for computing with fractions and decimals, and demonstrate fluency in their use.

13.    Estimate reasonable solutions to problem situations involving fractions and decimals; e.g., 7/8 + 12/13 ≈ 2 and 4.23 x 5.8 ≈ 25.

14.    Use proportional reasoning, ratios and percents to represent problem situations and determine the reasonableness of solutions.

15.    Determine the percent of a number and solve related problems; e.g., find the percent markdown if the original price was $140, and the sale price is $100.

Measurement

Indicator

1.   Understand and describe the difference between surface area and volume.

2.   Use strategies to develop formulas for finding circumference and area of circles, and to determine the area of sectors; e.g., 2 circle, q circle, 3 circle, 4 circle.

3.   Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by:

a.   estimating lengths using string or links, areas using tiles or grid, and volumes using cubes; and

b.   measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.

Indicators continued on next page

Mathematics

4.   Determine which measure (perimeter, area, surface area, volume) matches the context for a problem situation; e.g., perimeter is the context for fencing a garden, surface area is the context for painting a room.

5.   Understand the difference between perimeter and area, and demonstrate that two shapes may have the same perimeter, but different areas or may have the same area, but different perimeters.

6.   Describe what happens to the perimeter and area of a two-dimensional shape when the measurements of the shape are changed; e.g. length of sides are doubled.

Geometry and Spatial Sense

Indicator

1.   Classify and describe two-dimensional and three-dimensional geometric figures and objects by using their properties; e.g., interior angle measures, perpendicular/parallel sides, congruent angles/sides.

2.   Use standard language to define geometric vocabulary: vertex, face, altitude, diagonal, isosceles, equilateral, acute, obtuse and other vocabulary as appropriate.

3.   Use multiple classification criteria to classify triangles; e.g., right scalene triangle.

4.   Identify and define relationships between planes; i.e., parallel, perpendicular and intersecting.

5.   Predict and describe sizes, positions and orientations of two-dimensional shapes after transformations such as reflections, rotations, translations and dilations.

6.   Draw similar figures that model proportional relationships; e.g., model similar figures with a 1 to 2 relationship by sketching two of the same figure, one with corresponding sides twice the length of the other.

7.   Build three-dimensional objects with cubes, and sketch the two-dimensional representations of each side; i.e., projection sets.

Patterns, Functions and Algebra

Indicator

1.   Represent and analyze patterns, rules and functions, using physical materials, tables and graphs.

2.   Use words and symbols to describe numerical and geometric patterns, rules and functions.

3.   Recognize and generate equivalent forms of algebraic expressions, and explain how the commutative, associative and distributive properties can be used to generate equivalent forms; e.g., perimeter as 2(l + w) or 2l + 2w.

4.   Solve simple linear equations and inequalities using physical models, paper and pencil, tables and graphs.

5.   Produce and interpret graphs that represent the relationship between two variables.

6.   Evaluate simple expressions by replacing variables with given values, and use formulas in problem-solving situations.

7.   Identify and describe situations with constant or varying rates of change, and compare them.

8.   Use technology to analyze change; e.g., use computer applications or graphing calculators to display and interpret rate of change.

Mathematics

Data Analysis and Probability

Indicator

1.   Read, construct and interpret line graphs, circle graphs and histograms.

2.   Select, create and use graphical representations that are appropriate for the type of data collected.

3.   Compare representations of the same data in different types of graphs, such as a bar graph and circle graph.

4.   Understand the different information provided by measures of center (mean, mode and median) and measures of spread (range).

5.   Describe the frequency distribution of a set of data, as shown in a histogram or frequency table, by general appearance or shape; e.g., number of modes, middle of data, level of symmetry, outliers.

6.   Make logical inferences from statistical data.

7.   Design an experiment to test a theoretical probability and explain how the results may vary.

COMMENTS


Social Studies

History

Indicator

1.   Construct a multiple-tier time line from a list of events and interpret the relationships between the events.

2.   Arrange dates in order on a time line using the conventions of BC and AD or BCE and CE.

3.   Describe the early cultural development of humankind from the Paleolithic Era to the revolution of agriculture including:

a.   hunting and gathering;

b.   tool making;

c.    use of fire;

d.   domestication of plants and animals;

e.   organizing societies; and

f.    governance.

4.   Compare the geographic, political, economic and social characteristics of the river civilizations in the Tigris and Euphrates (Mesopotamia), Nile (Egypt), Huang Ho and Indus valleys before 1000 BC including:

a.   location;

b.   government;

c.    religion;

d.   agriculture; and

e.   cultural and scientific contributions.

5.   Describe the characteristics of Maya, Inca, Aztec and Mississippian civilizations including:

a.   location;

b.   government;

c.    religion;

d.   agriculture; and

e.   cultural and scientific contributions.

People in Societies

Indicator

1.   Compare the cultural practices and products of the societies studied including:

a.   class structure;

b.   gender roles;

c.    beliefs; and

d.   customs and traditions.

2.   Compare world religions and belief systems focusing on geographic origins, founding leaders and teachings including:

a.   Buddhism;

b.   Christianity;

c.    Judaism;

d.   Hinduism; and

e.   Islam.

Social Studies

3.   Explain factors that foster conflict or cooperation among countries:

a.   language;

b.   religion;

c.    types of government;

d.   historic relationships; and

e.   economic interests.

Geography

Indicator

1.   Place countries, cities, deserts, mountain ranges and bodies of water on the continents on which they are located.

2.   Use coordinates of latitude and longitude to locate points on a world map.

3.   Explain the distribution patterns of economic activities and how changes in technology, transportation, communication and resources affect those patterns including:

a.   agriculture;

b.   mining;

c.    fishing; and

d.   manufacturing.

4.   Identify and describe a variety of physical and human regions by analyzing maps, charts and graphs that show patterns of characteristics that define regions.

5.   Describe ways human settlements and activities are influenced by environmental factors and processes in different places and regions including:

a.   bodies of water;

b.   landforms;

c.    climates;

d.   vegetation;

e.   weathering; and

f.    seismic activity.

6.   Describe ways in which human migration has an impact on the physical and human characteristics of places including:

a.   urbanization;

b.   desertification; and

c.    deforestation.

7.   Describe ways humans depend on and modify the environment and the positive and negative consequences of the modifications including:

a.   dam building;

b.   energy production/usage;

c.    agriculture; and

d.   urban growth.

Indicators continued on next page

Social Studies

8.   Explain push and pull factors that cause people to migrate from place to place including:

a.   oppression/freedom;

b.   poverty/economic opportunity;

c.    cultural ties;

d.   political conflicts; and

e.   environmental factors.

9.   Identify and explain primary geographic causes for world trade including the uneven distribution of natural resources.

Economics

Indicator

1.   Explain how the availability of productive resources and entrepreneurship affects the production of goods and services in different world regions.

2.   Explain that most decisions involve trade-offs and give examples.

3.   Explain why trade occurs when individuals, regions and countries specialize in what they can produce at the lowest opportunity cost and how this causes both production and consumption to increase.

4.   Identify goods and services that are imported and exported and explain how this trade makes countries interdependent.

5.   Describe how supply and demand help to set the market clearing price for goods and services and how prices reflect the relative scarcity of goods and services.

6.   Distinguish between goods and services typically produced by the private sector and the public sector.

Government

Indicator