Sixth Grade - EALRs, GLEs and/or Benchmarks
Understanding the EALRs and GLEs Sixth Grade EALRs/GLEs:
Reading
Mathematics
Writing
Science
Communications Sixth Grade EALRs/Benchmarks:
Social Studies
Arts
Health & Fitness [click here for Sixth Grade pdf version]
READING In sixth grade, students are aware of the author's craft. They are able to adjust their purpose, pace and strategies according to difficulty and/or type of text. Students continue to reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Students discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author. Reading EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels. | Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand and apply dictionary skills and other reference skills.
• Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.
• Use text evidence to verify meaning from reference source. 1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.
• Use word origins to determine the meaning of unknown words.
• Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., process, procession).
• Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
• Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text. | Component 1.3 Build vocabulary through wide reading. |
1.3.1 Understand and apply new vocabulary.
• Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities) into written and oral communication. 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text.
• Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
• Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).
• Select, from multiple choices, the meaning of words or phrases identified in the text.
• Use new vocabulary in oral and written communication. | Component 1.4 Apply word recognition skills and strategies to read fluently. |
1.4.2 Apply fluency to enhance comprehension.
• Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute. 1.4.3 Apply different reading rates to match text.
• Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.
Reading EALR 2: The student understands the meaning of what is read.
| Component 2:1 Demonstrate evidence of reading comprehension. |
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.
• Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text. 2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.
• Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
• Cite passages from text to confirm or defend predictions and inferences.
• Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).
• Organize information to support a prediction or inference in a self-created graphic organizer to enhance comprehension of text. 2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions about the text before, during, and after reading to aid comprehension.
• Use questioning strategies to comprehend text.
• Organize images and information into a self-created graphic organizer to enhance comprehension of text.
• Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., semantic mapping, anticipation guide). 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.
• Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.
• Summarize the plot/message in culturally relevant literary/narrative text.
• Select, from multiple choices, a sentence that best summarizes the story or selection.
• Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension. | Component 2.2 Understand and apply knowledge of text components to comprehend text. |
2.2.1 Apply understanding of time, order, and/or sequence to aid comprehension.
• Explain the use of foreshadowing to convey meaning in literary/narrative text.
• Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., how to make pottery, steps in the oil refinery process). 2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text.
• Locate information using grade-level appropriate text features.
• Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did).
• Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.
• Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
• Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary). 2.2.3 Understand and analyze story elements.
• Use multiple sources of information from the text (e.g., character’s own thoughts/words, what others say about the character, and how others react to the character) to describe how a character changes over time or how the character’s action might contribute to the problem.
• Identify the major actions that define the plot and how actions lead to conflict or resolution.
• Explain the influence of setting on character and plot.
• Identify the point of view used (first, third, or omniscient point of view) in a story.
• Compare and contrast the same conflict from the point of view of two different characters.
• Identify the stated themes in text and support with evidence from the text.
• Identify common recurring themes in books by the same or different authors and support with evidence from the text.
• Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict). 2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously taught text organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, and order of importance) to aid comprehension.
• Recognize and use text written in the text organizational structures of process/procedural to find and organize information and comprehend text. | Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
• Find similarities and differences within and between texts using text-based evidence (e.g., character’s point of view in poetry and narrative; the author’s feelings and the poet’s feelings; cultural perspectives in a magazine article and an editorial).
• Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).
• Interpret cause and effect relationships within a informational/expository text or literary/narrative text using evidence from the text (e.g., how the time period [setting] of a novel determines a character’s behavior, how a situation affected a character, what events either caused or resulted from a problem, or how one situation determines another such as the flow of the Nile dictating early life in Egypt).
• Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action). 2.3.2 Analyze sources for information appropriate to a specific topic or for a specific purpose.
• Select appropriate resources such as an atlas, newspaper, magazine, memo, directory, or schedule to locate information on a specific topic or for a specific purpose.
• Sort information gathered from various sources by topic and decide on the utility of the information for a specific purpose. 2.3.3 Understand the functions (to make the story more interesting and convey a message) of literary devices.
• Recognize previously taught literary devices (simile, personification, humor, metaphor, idiom, imagery, exaggeration, and dialogue) and explain how they make the story more interesting and/or convey a message.
• Identify literary devices such as irony and sarcasm and explain how they make the story more interesting and/or convey a message. | Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text. |
2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text.
• Draw a conclusion from grade-level text (e.g., what is the most important idea the author is trying to make in the story/poem/selection, how the selection might be useful to someone who wanted to do something related) and provide details to support the answer.
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection. 2.4.2 Analyze an author’s style of writing, including language choice, to achieve the author’s purpose and influence an audience.
• Identify and explain the author’s purpose.
• Explain how author’s use of word choice, sentence structure and length, and/or literary devices contributes to imagery, suggests a mood, or otherwise influences an audience. 2.4.3 Understand how to verify content validity.
• Identify and explain when an author uses opinion to make a point.
• Verify facts by checking sources for date of publication, bias, and accuracy. 2.4.4 Analyze the effectiveness of the author’s tone and use of persuasive devices for a target audience.
• Determine the author’s target audience(s) and cite examples of details, facts, and/or arguments that appeal to that audience.
• Interpret the author’s tone and support the answer with text-based evidence.
• Describe the intended effects of persuasive devices and propaganda techniques. 2.4.5 Understand how to generalize/extend information beyond the text to another text or to a broader idea or concept.
• Generalize about common themes, conflicts, and situations after reading multiple texts.
• Explain how information in a text could be used to understand a similar situation or concept in another text and cite text-based examples (e.g., historical fiction about Egypt helps understand the role of the pharaohs). 2.4.6 Analyze ideas and concepts in multiple texts.
• Find the similarities and differences in how an idea or concept is expressed in multiple texts.
• Compare the feeling of the authors and/or character as expressed in multiple texts.
• Select, from multiple choices, a sentence that tells how two pieces of information are alike or different. 2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.
• Determine author’s perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting informational/expository text and literary/narrative text details or facts.
• Infer and explain the author’s beliefs and assumptions, citing text-based reasons for choice (e.g., describe an author’s background and beliefs and explain how they influence the author’s perspective).
• Select, from multiple choices, a sentence that describes the author’s or character’s reasoning or problem with the reasoning.
Reading EALR 3: The student reads different materials for a variety of purposes.
| Component 3.1 Read to learn new information. |
3.1.1 Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
• Locate, select, and use a variety of library, web-based, and Internet materials appropriate to the task or best suited to investigate the topic.
• Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, catalogs, yellow pages to decide which products or services to buy).
• Follow multi-step written directions (e.g., read a manual, complete a project or assignment). | Component 3.2 Read to perform a task. |
3.2.2 Apply understanding of a variety of functional documents.
• Locate and use functional documents (e.g., newspapers, magazines, schedules, promotional materials). | Component 3.4 Read for literary experience in a variety of genres. |
3.4.2 Understand and analyze a variety of literary genres.
• Examine and explain various sub-genres of literary fiction based upon their characteristics.
• Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast story elements in texts written in different genres). 3.4.3 Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.
• Explain similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., marriage customs or family vs. community responsibilities).
• Identify and discuss recurring themes in literature (e.g., identity, struggle).
Reading EALR 4: The student sets goals and evaluates progress to improve reading.
| Component 4.1 Assess reading strengths and need for improvement. |
4.1.2 Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.
• Set reading goals and create a plan to meet those goals.
• Monitor progress toward implementing the plan, making adjustments and corrections as needed. | Component 4.2 Develop interests and share reading experiences. |
4.2.1 Evaluate books and authors to share common literary experiences.
• Recommend books to others and explain the reason for the recommendation.
• Discuss common reading selections and experiences with others. Return to top of page
MATHEMATICS
Math EALR 1: The student understands and applies the concepts and procedures of mathematics. | Component 1.1: Understand and apply concepts and procedures from number sense. |
Number and numeration
1.1.1 Understand the concept of integers as the set of natural numbers (1, 2, 3 …), their opposites (-1, -2, -3 …), and 0.
• Illustrate integer values using models and pictures (e.g., temperature, elevators, net worth/debt, riding a bus or subway).
• Apply rules of divisibility to show if a quotient is an integer.
• Explain the meaning of integers and give examples.
• Identify the opposite of a given integer. 1.1.2 Understand the relative values of integers and non-negative rational numbers.
• Compare different representations of non-negative rational numbers by implementing strategies (e.g., like denominators, changing to the same form).
• Identify equivalence between non-negative integers, fractions, percents, and decimals.
• Compare and order integer values and explain which is greater and why (e.g., place the integers on a number line).
• Represent and identify integers on a model (e.g., number line, fraction line, or decimal grid). 1.1.3 Apply properties of addition and multiplication to non-negative rational numbers.
• Illustrate and explain the commutative and associative properties and why they work (e.g., use physical models, pictures).
• Use addition and multiplication properties to assist in computations (e.g., 5 • 7 • 6 can be rewritten as 5 • 6 • 7 which is 30 • 7 or 210).
• Determine whether a solution is accurate based on application commutative, associative, and identity properties of addition and/or multiplication. 1.1.4 Understand the concepts of ratio and percent.
• Write ratios in part/part and part/whole relationships using objects, pictures, and symbols (e.g., using /, or “to” as representations for ratios).
• Represent equivalent ratios using objects, pictures, or symbols.
• Represent equivalent percentages using objects, pictures, and symbols.
• Identify percent as 100 equal size parts of a set (e.g., 1% of 200 items is 2 items).
• Explain ratio and percents and give examples of each. Computation
1.1.5 Understand the meaning of multiplication and division on non-negative rational numbers.
• Explain the meaning of multiplying and dividing non-negative fractions and decimals using words, visual, or physical models (e.g., sharing a restaurant bill, cutting a board into equal-sized pieces, drawing a picture of an equation or situation).
• Explain why multiplication of fractions can be done by multiplying denominators while addition of fractions requires finding common denominators.
• Use technology to demonstrate how multiplication and division with decimals affects place value. 1.1.6 Apply computational procedures with fluency for addition and subtraction on non-negative rational numbers.
• Find the sums or differences of non-negative fractions or decimals.
• Write and solve real-world problem situations to find sums or differences of decimals or fractions.
• Use the least common multiple and the greatest common factor of whole numbers to solve problems with fractions (e.g., to find a common denominator, to add two fractions, or to find the simplified form for a fraction).
• Use addition and subtraction to solve real-world problems involving non-negative rational numbers.
• Solve multiple-step computations requiring one, two, or more different operations. 1.1.7 Understand and apply strategies and tools to complete tasks involving addition and subtraction on non-negative rational numbers.
• Select and justify the selection of appropriate strategies and tools (e.g., mental computation, estimation, calculators, and paper and pencil) to compute in a problem situation.
• Describe strategies for mentally solving problems involving fractions and decimals.
• Use calculators to add and subtract with decimal numbers with precision to the thousandths place and beyond. Estimation
1.1.8 Apply estimation strategies to predict or determine the reasonableness of answers in situations involving addition and subtraction on non-negative rational numbers.
• Identify when an approximation is appropriate.
• Apply estimation strategies prior to computation on whole numbers, decimals, and fractions to approximate an answer.
• Use estimation to verify the reasonableness of calculated results.
• Identify appropriate estimated answers for a given situation.
• Describe various strategies used during estimation involving fractions and decimals. | Component 1.2: Understand and apply concepts and procedures from measurement. |
Attributes, units, and systems
1.2.1 Understand the concepts of volume and extend the concept of area to surface area of rectangular prisms.
• Compare the relative capacity of two containers and explain the differences (e.g., paper cylinders formed horizontally and vertically and filled with popcorn).
• Represent the volume for given rectangular prisms using pictures or models.
• Compare the surface area of two different rectangular prisms.
• Describe and provide examples for surface area measurement (e.g., gift wrapping, painting a room, amount of material needed to build a box).
• Explain and give examples of how the area and surface area are related (e.g., surface area is the sums of the areas of all the sides of a rectangular prism).
• Describe and compare the use of area and volume (e.g., covering and filling). 1.2.2 Understand the differences between square and cubic units.
• Identify cubic units to measure volume (e.g., linking cubes, cubic centimeter).
• Identify and read incremental units for capacity (e.g., milliliters, cups, ounces).
• Use the appropriate units when describing a situation (e.g., five square meters of carpet, five cubic meters of water).
• Explain why volume is measured in cubic units.
• Explain how the selected unit of length affects the size of cubic units (e.g., centimeter versus inch). Procedures, precision, and estimation
1.2.4 Understand and apply systematic procedures to measure volume and capacity for solid shapes.
• Identify the attribute to be measured in the situation (e.g., volume or capacity).
• Choose the appropriate standard unit for measuring volume or capacity (e.g., cubic inches vs. cubic feet, cups vs. gallons).
• Select and use tools that match the unit.
• Count or compute to obtain the volume or capacity and label the measurement.
• Use volume and capacity to describe and compare figures (e.g., fill containers with cubes to find which has a greater volume).
• Measure the capacity of containers using appropriate tools and label (e.g., graduated cylinders, measuring cups, tablespoons).
• Evaluate whether measurement has been done correctly. 1.2.6 Understand and apply strategies to obtain reasonable estimates of volume or capacity.
• Identify situations in which estimated measures are sufficient.
• Estimate volume or capacity.
• Use estimation to justify reasonableness of a volume of a rectangular prism.
• Estimate a measurement of volume or capacity using standard or non-standard units (e.g., estimate the capacity of a bowl in cups and handfuls).
• Use or describe a process to find a reasonable estimate of volume or capacity (e.g., fill a container with rice or popcorn). | Component 1.3: Understand and apply concepts and procedures from geometric sense. |
Properties and relationships
1.3.1 Understand the characteristics of circles and rectangular prisms.
• Name and sort circles or rectangular prisms according to their attributes (faces, edges, radii, base, parallel faces).
• Draw a figure with given characteristics (e.g., the set of points equidistant from a given point).
• Identify lines of symmetry in rectangular prisms.
• Explain lines of symmetry for circles.
• Describe the relationship between the diameter and the radius of a circle. 1.3.2 Apply understanding of angles and polygons.
• Identify geometric figures and concepts in nature and art (e.g., triangle in architecture, rhombus in beadwork, culturally relevant textiles, quilts).
• Combine polygons to create given two-dimensional figures and represent them on grid paper (e.g., use all pieces of tangrams to create a square).
• Create a three-dimensional shape given its net or draw the net of a given three-dimensional shape.
• Find the missing measure of an angle using the properties of parallel lines, perpendicular lines, vertical and corresponding angles.
• Find the missing angle given all but one of the angles of a polygon. Locations and transformations
1.3.3 Understand the relative location of integers on a number line.
• Show the order of a given set of integers on a number line.
• Identify the point of final destination given directions for movement on a number line including positive and negative numbers (vertical or horizontal) (e.g., temperature variation at different times of the day, bank accounts, gain and loss of weight).
• Determine the distance between any two integers on a number line.
• Describe relative location of points and objects on a number line with both positive and negative numbers.
• Identify objects on a number line based on given numeric locations. 1.3.4 Apply understanding of rotations (turns) to two-dimensional figures.
• Apply rotations (turns) of 900 or 1800 to a simple two-dimensional figure.
• Create a design using (900, 1800, 2700, 3600) rotations (turns) of a shape.
• Show how a shape has been rotated by 900 or 1800.
• Describe a rotation so that another person could draw it.
• Identify the coordinates of objects that have been rotated 90°, 180°, or 270° on a coordinate grid.
• Determine whether an object has been translated or rotated on a coordinated grid. | Component 1.4: Understand and apply concepts and procedures from probability and statistics. |
Probability
1.4.1 Understand probability as a ratio between and including 0 and 1.
• Determine whether a real-life event has zero probability, 50% probability, or 100% probability of occurring.
• Express probabilities as fractions or decimals between 0 and 1 and percents between 0 and 100.
• Translate between representations of probability (e.g., translate a probability of 6 out of 16 to 3/8 or 37.5%). 1.4.2 Understand various ways to determine outcomes of events or situations.
• Determine and use the probabilities of the outcome of a single event.
• Represent or describe all possible outcomes of experiments (e.g., an organized list, a table, a tree diagram, or a sample space).
• Calculate probability for an event (e.g., pulling colored or numbered balls from a bag, drawing a card, rolling a six on a number cube, spinning a spinner, etc.).
• Determine all possible outcomes (sample space) of an experiment or event (e.g., all different choices a person has to wear one top and one skirt from three different tops and two different skirts). Statistics
1.4.3 Analyze how data collection methods affect the data collected.
• Evaluate how a question or data collection method may affect the data.
• Determine whether a sampling method will result in a representative sample.
• Describe a data collection method that will provide an unbiased sample.
• Compare data collection methods for a given situation to determine fairness of the method (e.g., compare a phone survey, a web survey, and a personal interview survey).
• Identify different ways of selecting a sample (e.g., convenience sampling, response to a survey, random sampling) and explain which method makes a sample more representative for a population. 1.4.4 Apply measures of central tendency to interpret a set of data.
• Determine when it is appropriate to use mean, median, or mode and why a specific measure provides the most useful information in a given context.
• Use mean, median, and mode to explain familiar situations (e.g., the heights of students in the class, the hair color of students in the class).
• Find the missing number given a mean for a data set with a missing element (e.g., given a set of homework scores and the desire to earn an average score of 80%, determine what score the student must earn on the next assignment). 1.4.5 Understand how to organize, display, and interpret data in text from single line graphs and scatter plots.
• Justify a choice of a graph type for a given situation using information about the type of data.
• Read and interpret data from single line graphs and scatter plots and determine when the use of these graphs is appropriate.
• Use an appropriate representation to display data (e.g., table, graphs) given a particular situation and audience.
• Make inferences based on a set of data.
• Use data from a table, graph, or chart to support an interpretation.
• Use technology to generate bar graphs, line graphs, and scatter plots from tables of data. 1.4.6 Evaluate a data set to determine how it can be, or has been, used to support a point of view.
• Compare graphs to data sets (e.g., given unlabeled graphs and data sets, match the appropriate data to a graph). [RL]
• Judge the appropriateness of inferences made from a set of data and support the judgment.
• Identify claims based on statistical data and assess the validity of the claims.
• Explain whether the scale on a graph accurately represents the data.
• Compare or evaluate two or more interpretations of the same set of data for accuracy. | Component 1.5: Understand and apply concepts and procedures from algebraic sense. |
Patterns, functions, and other relations
1.5.1 Apply rules for number patterns based on two arithmetic operations.
• Recognize or extend patterns and sequences using operations that alternate between terms.
• Create, explain, or extend number patterns involving two related sets of numbers and two operations including addition, subtraction, multiplication, or division.
• Use rules for generating number patterns (e.g., Fibonacci sequence, bouncing ball) to model real-life situations.
• Use technology to generate patterns based on two arithmetic operations.
• Supply missing elements in a pattern based on two operations.
• Select or create a pattern that is equivalent to a given pattern. 1.5.2 Apply understanding of patterns involving two arithmetic operations to develop a rule.
• Describe the rule for a pattern with combinations of two arithmetic operations in the rule.
• Identify patterns involving combinations of operations in the rule, including exponents (e.g., 2, 5, 11, 23).
• Represent a situation with a rule involving a single operation (e.g., presidential elections occur every four years; when will the next three elections occur after a given year).
• Create a pattern involving two operations using a given rule. Symbols and representations
1.5.3 Apply understanding of equalities and inequalities to interpret and represent relationships between quantities.
• Express relationships between quantities (decimals, percents, and integers) using =, ≠, <, >, ≤, and ≥.
• Match a given situation to the correct inequality or equality.
• Express relationships between non-negative rational numbers using symbols.
• Write an inequality with a single variable to match a particular situation. 1.5.4 Apply understanding of tables, graphs, expressions, equations, or inequalities to represent situations involving two arithmetic operations.
• Translate a situation involving multiple arithmetic operations into algebraic form using equations, tables, and graphs.
• Identify or describe a situation involving two arithmetic operations that matches a given graph.
• Represent an equation, expression, or inequality using a variable in place of an unknown number.
• Represent or evaluate algebraic expressions involving a single variable.
• Represent an equation or expression using a variable in place of an unknown number. • Identify a situation that corresponds to a given equation or expression. Evaluating and solving
1.5.5 Understand and apply procedures to evaluate expressions and formulas.
• Evaluate simple expressions and formulas using pictures and/or symbols.
• Represent and evaluate algebraic expressions involving a single variable.
• Evaluate an expression by substituting non-negative values for variables (e.g., find the value of 3y + 2 when y=3).
• Determine the expression that represents a given situation.
• Describe a situation that fits with a given expression. 1.5.6 Understand and apply a variety of strategies to solve one-step equations.
• Solve one-step equations using pictures and symbols.
• Solve one-step single variable equations using any strategy (e.g., what number goes in the mystery box).
• Solve real-world situations involving single variable equations.
• Explain a strategy for solving a single variable equation.
• Write and solve one-step single variable equations for a given situation.
Math EALR 2: The student uses mathematics to define and solve problems.
Component 2.1: Understand problems
Example: A gardener living in Yakima has 100 feet of fencing material. Find the dimensions of the largest rectangular area that he could enclose using all of the fencing material. |
2.1.1 Analyze a situation to define a problem.
• Use strategies to become informed about the situation (e.g., listing information, asking questions).
• Summarize the situation (e.g., there is 100 feet of fencing and we want to enclose as much land, in the shape of a rectangle, as possible).
• Determine whether enough information is given to find a solution (e.g., list what is needed to find the area of a rectangle and compare to the list of known things).
• Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed).
• Define the problem (e.g., find the rectangle with largest area with a perimeter of 100 feet). | Component 2.2: Apply strategies to construct solutions. |
2.2.1 Apply strategies, concepts, and procedures to devise a plan to solve the problem.
• Organize relevant information from multiple sources to devise a plan (e.g., create a list of known and unknown information; create a table of values for length, width, and area of rectangles with perimeter of 100).
• Select and apply appropriate mathematical tools for a situation (e.g., guess and check, creating tables of values [with or without technology], examine relationships between sides of a rectangle and area). 2.2.2 Apply mathematical tools to solve the problem.
• Implement the plan devised to solve the problem (e.g., in a table of values of lengths, widths, and areas find the one that shows the largest area; check smaller increments to see if this is the largest that works).
• Identify when an approach is unproductive and modify or try a new approach (e.g., while guess and check may give some sense of a neighborhood of values, it is less efficient than a more organized method).
• Check the solution to see if it works (e.g., if the solution gives a perimeter that is not 100, it makes no sense in the given problem).
Math EALR 3: The student uses mathematical reasoning.
| Component 3.1: Analyze information. |
3.1.1 Analyze information from a variety of sources to interpret and compare information.
• Identify claims based on statistical data and evaluate the validity of the claims.
• Read and interpret data from single line graphs and scatter plots and determine when the use of these graphs is appropriate.
• Use volume and capacity to describe and compare figures (e.g., fill containers with cubes to find which has a greater volume). | Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. |
3.2.1 Apply prediction and inference skills to make or evaluate conjectures.
• Identify claims based on statistical data and evaluate the validity of the claims.
• Predict a future element in a relation (e.g., find the fifteenth term in a pattern). 3.2.2 Apply the skill of drawing conclusions and support those conclusions using evidence.
• Draw conclusions from displays, texts, or oral discussions and justify those conclusions with logical reasoning or other evidence (e.g., read a newspaper article or ad; draw a conclusion and support that conclusion with evidence from the article or elsewhere). 3.2.3 Analyze procedures and results in various situations.
• Represent and interpret all possible outcomes of experiments (e.g., an organized list, a table, a tree diagram, or a sample space). | Component 3.3: Verify results. |
3.3.1 Analyze procedures and information used to justify results using evidence.
• Find and compare rectangular prisms that have a given volume (e.g., if two rectangular prisms have the same volume and one has twice the height of the other, determine how the areas of their bases compare).
• Apply estimation strategies prior to computation of whole numbers, decimals, and fractions to determine reasonableness of answers.
• Identify different ways of selecting a sample (e.g., convenience sampling, response to a survey, random sampling) and which method makes a sample more representative for a population. 3.3.2 Analyze thinking and mathematical ideas using models, known facts, patterns, relationships, or counter examples.
• Identify claims based on statistical data and evaluate the validity of the claims.
Math EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
| Component 4.1: Gather information. |
4.1.1 Apply a planning process to collect information for a given purpose.
• Use mean, median, and mode to explain familiar situations (e.g., the heights of students in the class; the hair color of students in the class).
• Decide on information needed to create a report on a mathematical topic (e.g., compare the predicted rainfall in a given period with the actual rainfall). 4.1.2 Understand how to extract information from multiple sources using reading, listening, and observation.
• Use mean, median, and mode to explain situations (e.g., the heights of students in the class; hair color of students in the class; favorite movie of students in the class; most watched movie in a specific time frame). | Component 4.2: Organize, represent, and share information. |
4.2.1 Apply organizational skills for a given purpose.
• Show the order of the set of integers on a number line with both positive and negative numbers (e.g., organize the given birth years of the following Arabic kings on a number line). 4.2.2 Apply communication skills to clearly and effectively express or present ideas and situations using mathematical language or notation.
• Articulate various strategies used during estimation involving fractions and decimals.
• Clearly explain, describe, or represent mathematical information in a pictorial, tabular, graphical, two- or three-dimensional drawing, or other form as appropriate for the mathematical information (e.g., time, distance, categories), audience, and/or purpose, such as to perform or persuade, with notation and labels as needed.
• Use an appropriate representation to display data (e.g., table, graphs) given a particular situation and audience.
Math EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations. | Component 5.1: Relate concepts and procedures within mathematics. |
5.1.1 Apply concepts and procedures from a variety of mathematical areas in a given problem or situation.
• Translate a situation involving multiple arithmetic operations into algebraic form using equation, table, and graphs.
• Given a set of data, compare various representations (e.g., table, graph, rule) for a given situation. 5.1.2 Apply different mathematical models and representations to the same situation.
• Represent equivalent ratios or given percentages using objects, pictures, and symbols.
• Match a graph with a data set. | Component 5.2: Relate mathematical concepts and procedures to other disciplines. |
5.2.1 Analyze mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines.
• Identify geometric figures and concepts in nature and art (e.g., triangle in architecture, rhombus in beadwork).
• Show the order of the set of integers on a number line with both positive and negative numbers (e.g., organize and graph on a number line the given birth years of the given Arabic kings).
• Read a micrometer to the nearest hundredth of an inch or centimeter, depending on the tool.
• Create a physical activity plan that results in 2500 calories expended over the week.
• Calculate the ratio of various parts of an artwork (length of eyes to ears).
• Discuss the difference between ¾ time and 6/8 time and how it relates to a model. 5.2.2 Know the contributions of individuals and cultures to the development of mathematics.
• Recognize the contributions of a variety of people to the development of mathematics (e.g., research the concept of the golden ratio). | Component 5.3: Relate mathematical concepts and procedures to real-world situations. |
5.3.1 Understand that mathematics is used in daily life and extensively outside the classroom.
• Write and solve real-world problem situations to find sums or differences of decimals or fractions (e.g., explain how to find the change received from a $50.00 bill when a given amount of CD’s and tapes with prices are bought).
• Calculate the ratio of bicycle gears. 5.3.2 Understand that mathematics is used within many occupations or careers.
• Explain or describe the mathematics necessary to get and perform in a particular job (e.g., complete a project that researches how mathematics is used in careers or occupations of interest).
• Identify where in a particular career mathematics is used (e.g., police work ─ looking for patterns in fingerprints or crimes). Return to top of page
WRITING
In sixth grade, students approach writing with purpose and maintain their focus. They use form, content, technique, and conventions flexibly in order to meet their own purposes or assignment requirements. Competence is evident in skills of paragraphing, summarizing, and synthesizing in exposition, persuasion, and content-area writing, while fiction writing reflects an awareness of its role to entertain, explore human relationships, and persuade. Students work toward precision in spelling in all writing and evaluate honestly both their own work and the work of others, making a concerted effort to improve weak traits. Students consider writing to be an important and effective tool for furthering their own learning. Writing EALR 1. The student understands and uses a writing process. | Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Applies more than one strategy for generating ideas and planning writing
• Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing)
• Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational or literary writing
• Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming)
• Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing | Component 1.2: Produces draft(s). |
1.2.1 Produces multiple drafts
• Refers to prewriting plan
• Drafts by hand and/or on the computer
• Rereads text and continues drafting over time
• Rereads text, puts it away, and returns to it later | Component 1.3: Revises to improve text. |
1.3.1 Revises text including changes in words, sentences, paragraphs, and ideas
• Rereads work several times and has a different focus for each reading (e.g., first reading – adding transitions, second reading – deleting unnecessary details, third reading – identifying areas where evidence is lacking and adding relevant information)
• Seeks and considers feedback from adults and peers
• Records feedback using writing group procedure (e.g., records the first four words of each sentence to encourage variation of sentence beginnings)
• Evaluates and uses feedback (e.g., ”I’ll use the word transformationto improve my word choice.”)
• Uses multiple resources regularly to identify needed changes (e.g., writing guide, adults, peers, criteria and/or checklists, thesaurus) | Component 1.4: Edits text. |
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3)
• Identifies and corrects errors in conventions
• Uses multiple resources regularly (e.g., dictionary, peers, adults, electronic spell check, writing/style guide, textbook)
• Proofreads final draft for errors | Component 1.5: Publishes text to share with an audience. |
1.5.1 Publishes in a format that is appropriate for specific audiences and purposes
• Selects from a variety of publishing options (e.g., tri-fold display, brochure, informational posters)
• Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, diagrams, maps)
• Publishes material in appropriate form (e.g., slide show) and format (e.g., slide layout, color, font, keywords and phrases instead of whole sentences) for visual and dramatic presentations
• Uses different available technologies to produce a finished product (e.g., word processor, spread sheets, multimedia) | Component 1.6: Adjusts writing process as necessary. |
1.6.1 Applies understanding of the recursive nature of writing process
• Revises at any stage of process
• Edits as needed at any stage 1.6.2 Uses collaborative skills to adapt writing process
• Delegates parts of writing process to team members (e.g., during prewriting, one team member gathers internet information while another uses the library periodicals)
• Collaborates on drafting, revising, and editing
• Collaborates on final layout and publishing/presenting 1.6.3 Uses knowledge of time constraints to adjust writing process
• Writes both for on-demand and for extended writing projects
• Writes to meet a deadline
• Adjusts the number of drafts to compensate for time allotted
• Adapts amount of time spent prewriting in response to on-demand prompt
• Creates a management time line, flow chart, or action plan for written projects (e.g., research paper)
• Increases time for prewriting, drafting, revising, and editing, while working for clarity and effective presentation
Writing EALR 2: The student writes in a variety of forms for different audiences and purposes.
| Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Applies understanding of multiple and varied audiences to write effectively
• Identifies an intended audience
• Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge)
• Identifies audience’s interest and knowledge of topic to determine emphasis
• Anticipates readers’ questions and writes accordingly | Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding of different purposes for writing
• Writes to pursue a personal interest, to explain, to persuade
• Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation)
• Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment)
• Writes for more than one purpose using a form (e.g., uses a poem to persuade, to tell a story, or to entertain)
• Includes more than one mode within a piece to address purpose (e.g., descriptive details or a narrative anecdote used as an example within an explanation) | Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Uses a variety of forms/genres
• Includes more than one form/genre in a single piece (e.g., a report about global issues which includes captions with pictures, charts/graphs, and journal excerpt)
• Maintains a log or portfolio to track variety of forms/genres used
• Produces a variety of new forms/genres. Examples:
o persuasive essays
o narrative essays
o biographies
o literary analyses (e.g., explain about character or main idea)
o research reports
o business letters
o lab reports
o quatrains | Component 2.4: Writes for career applications. |
2.4.1 Produces documents used in a career setting
• Collaborates with peers on long-term writing projects (e.g., class newspaper)
• Writes in forms associated with specific tasks or careers (e.g., application for student body office, presentation software as a visual aid)
• Selects and synthesizes information from technical and job-related documents for inclusion in writing (e.g., report that includes data/information derived from charts or graphs)
Writing EALR 3: The student writes clearly and effectively.
| Component 3.1: Develops ideas and organize writing. |
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples
• Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic -- “The ancient Romans contributed to technology in many ways.”)
• Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics)
• Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in mathematics, science, social studies and literature; appropriate anecdotes to explain or persuade)
• Varies method of developing character (e.g., how the character looks, talks, acts, and thinks), setting (e.g., develops setting as character changes location) in narratives | Component 3.2: Uses appropriate style. |
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice
• Writes with a clearly defined voice appropriate to audience
• Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., informal vs. formal voice)
• Writes expository text using either first or third person
• Supports a position in persuasive text from first person or third person point of view (e.g., I think vanilla ice cream is the best; According to an expert, vanilla ice cream is the best.)
• Writes in a character’s voice (e.g., retells a story using the point of view and voice of a character in the story; explains a historic event in the voice of a participant in that event) 3.2.2 Uses language appropriate for specific audiences and purposes
• Uses precise and specialized language in content writing (e.g., hypothesis in both science and social studies, hydration in health and fitness)
• Uses persuasive techniques (e.g., testimonials, bandwagon)
• Uses literary devices (e.g., simile, metaphor, and personification)
• Uses poetic devices (e.g., repetition, rhythm, rhyme schemes)
• Searches for alternatives to commonly used words, particularly in persuasive writing and poetry 3.2.3 Uses a variety of sentences
• Writes a variety of sentence lengths
• Writes a variety of sentence structures (e.g., uses phrases and clauses: “In the beginning, I liked ice cream. That summer, after working at the store, I didn't want to eat ice cream again.”)
• Uses rhythm and cadence in sentences and lines to influence meaning in prose and poetry (e.g., “The drums / beat on and on and on.”) | Component 3.3: Knows and applies writing conventions appropriate for the grade-level. |
3.3.1 Uses legible handwriting
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, upper case and lower case) Note: In components 3.3.1 through 3.3.8, skills are generally not repeated and build each year upon preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year. 3.3.2 Spells accurately in final draft
• Uses spelling rules and patterns from previous grades
• Uses multiple strategies to spell. Examples:
o visual patterns (e.g., tough/enough/rough, right/night)
o homophones (e.g., read and reed)
o affixes (e.g., in-, im-, - spect, -fer) ~ roots (e.g., biology, telegraph)
• Uses resources to correct own spelling 3.3.3 Applies capitalization rules
• Uses capitalization rules from previous grades
• Capitalizes languages, races, nationalities, and religions correctly
• Uses resources to correct capitalization 3.3.4 Applies punctuation rules
• Uses punctuation rules from previous grades
• Uses commas in appositives (e.g., Bob, the dog, was fun.)
• Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”)
• Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ ”)
• Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical component of a scientific investigation.”)
• Uses a semi-colon between two independent clauses connected by a conjunctive adverb* (e.g., I studied late into the night; consequently, I passed the test.)
• Uses resources to check punctuation *Note--Conjunctive adverbs include: moreover, however, therefore, furthermore, indeed, nevertheless, but, consequently, etc. 3.3.5 Applies usage rules
• Applies usage rules from previous grades
• Shows agreement of pronoun and its referent (e.g., A person needs his or her own space.)
• Maintains consistent person
• Uses parallel construction when listing verbs particularly in informational and technical writing
o parallel: A scientist observes, hypothesizes, and analyzes.
o not parallel: A scientist observes, hypothesized, and analyzed.
• Uses resources to check usage 3.3.6 Uses complete sentences in writing
• Uses fragments to emulate speech 3.3.7 Applies paragraph conventions
• Uses paragraph conventions from previous grades
• Provides detailed labeling, captions, headings, and sub-headings when appropriate 3.3.8 Applies conventional forms for citations
• Cites sources according to prescribed format
Writing EALR 4: The student analyzes and evaluates the effectiveness of written work.
| Component 4.1: Analyzes and evaluates others’ and own writing. |
4.1.1 Analyzes and evaluates writing using established criteria
• Identifies aspects of the author’s craft (e.g., sentence variation, voice, word choice)
• Identifies persuasive elements in a peers’ writing and critiques the effectiveness (e.g., firm position, statistics as support, persuasive word choice)
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., why ancient peoples settled along rivers) 4.1.2 Analyzes and evaluates own writing using established criteria
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, content scoring guides)
• Rereads own work for the craft of writing (e.g., sentence openings, sentence variety) as well as the content (e.g., clear and accurate information)
• Uses criteria to choose and defend choices for a writing portfolio
• Provides evidence that goals have been met (e.g., selects pieces that demonstrate growth) | Component 4.2: Sets goals for improvement. |
4.2.1 Evaluates and adjusts writing goals using criteria
• Evaluates and writes reflection about growth in writing and sets goals to create an improvement plan (e.g., "My word choice needs to improve. I will use more specific words to improve from a 3 to a 4 on the rubric.")
• Monitors and evaluates progress and adjust goals over time (e.g., “My word choice has improved. Now I have to think about my conclusions.”)
• Maintains a written log of goals and a portfolio of work. Return to top of page
SCIENCE In sixth grade, students become more like scientists in their thinking and their investigations. They learn how to identify the problems and generate questions that can be answered scientifically. They learn the importance of sound investigative practices. Students begin to apply their understandings to designing solutions to real world problems. Science EALR 1: The student understands and uses scientific concepts and principles. | Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
1.1.1 Understand how to use physical and chemical properties to sort and identify substances.
• Identify, categorize, describe, and sort substances using physical and/or chemical properties (i.e., boiling point, density, freezing point, mass, acidity [pH], solubility, magnetism). 1.1.3 Understand sound waves, water waves, and light waves using wave properties, including amplitude, wavelength, and speed. Understand wave behaviors, including reflection, refraction, transmission, and absorption.
• Describe how sound waves and/or water waves affect the motion of the particles in the substance through which the wave is traveling (e.g., air molecules vibrate back and forth as sound waves move through air).
• Describe the behavior of sound and water waves as the waves are reflected and/or absorbed by a substance. 1.1.4 Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy).
• Describe the forms of energy present in matter, objects, and systems (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy).
• Describe the form of energy stored in a part of a system (i.e., energy can be stored in many forms, “stored energy” is not a form of energy). 1.1.6 Understand how to classify organisms by their external and internal structures.
• Describe how organisms can be classified using similarities and differences in physical and functional characteristics (both internal and external). | Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
1.2.1 Analyze how the parts of a system interconnect and influence each other.
• Explain how the parts of a system interconnect and influence each other. 1.2.2 Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another.
• Describe and determine the factors that affect heat energy transfer (e.g., properties of substances/materials [conductors, insulators], distance, direction, position).
• Describe how an increase in one type of energy of an object or system results in a decrease in other types of energy within that object or system (e.g., a falling object’s potential energy decreases while its kinetic energy increases).
• Describe how waves transfer energy (e.g., light waves transfer energy from sun to Earth; air transfers an object’s vibrations from one place to another as sound).
1.2.3 Understand that all matter is made of particles called atoms and that atoms may combine to form molecules and that atoms and molecules can form mixtures.
• Describe that matter is made of particles called atoms and molecules.
• Describe that elements are made of one kind of atom. 1.2.5 Understand the structure of the Solar System.
• Describe how the Earth orbits the Sun and the Moon orbits the Earth.
• Describe the Sun (i.e., a medium-size star, the largest body in our solar system, major source of energy for phenomena on Earth’s surface).
• Describe how planets, asteroids, and comets orbit the Sun.
• Describe meteors (e.g., planetary and comet debris that collides with Earth). 1.2.6 Understand that specialized cells within multicellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions.
• Describe and identify how plant and animal cells are similar and different in structure and function.
• Describe basic cell functions (i.e., extracting energy from food, using energy, and getting rid of waste). 1.2.7 Understand that organisms pass on genetic information in their life cycle and that an organism’s characteristics are determined by both genetic and environmental influences.
• Describe, analyze, and explain the life cycle of an organism.
• Explain that organisms require a set of instructions for specifying their traits (i.e., heredity is the passage of these instructions from one generation to another).
• Describe that genes inherited from parents are combined in their offspring to produce a new combination of characteristics. 1.2.8 Understand human life functions and the interconnecting organ systems necessary to maintain human life.
• Describe the components and functions of the organ systems (i.e., circulatory, digestive, reproductive, excretory, nervous-sensory [brain, nerves, spinal cord, hearing, vision], respiratory, and muscular-skeletal systems). | Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
1.3.7 Understand the effects of the regular and predictable motions of planets and moons in the Solar System.
• Describe the causes of seasonal changes on Earth and other planets (i.e., Earth’s tilt causes different parts of Earth to point toward the Sun at different times of the year).
• Describe the effects of the position of the Sun and Moon on Earth phenomena (i.e., Moon phases, solar and lunar eclipses, shadows on Earth, tides).
Science EALR 2: The student knows and applies the skills and processes of science and technology.
| Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
2.1.1 Understand how to generate a question that can be answered through scientific investigation.
• Generate multiple questions based on observations.
• Generate a question that can be investigated scientifically.
• Generate a new question that can be investigated with the same materials and/or data as a given investigation.
2.1.2 Understand how to plan and conduct scientific investigations.
• Make predictions (hypothesize) and give reasons.
• Generate a logical plan for, and conduct, a scientific controlled investigation with the following attributes:
• prediction (hypothesis)
• appropriate materials, tools, and available computer technology
• controlled variables (kept the same)
• one manipulated (changed) variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• Identify and explain safety requirements that would be needed in the investigation. 2.1.3 Apply understanding of how to construct a scientific explanation using evidence and inferential logic.
• Generate a scientific conclusion including supporting data from an investigation using inferential logic (e.g., chewing gum loses more mass than bubble gum after being chewed for 5 minutes; chewing gum lost 2.00 grams while bubble gum only lost 1.47 grams).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of an observed phenomenon using given data.
• Predict what logically might occur if an investigation lasted longer or changed. 2.1.4 Analyze how models are used to investigate objects, events, systems, and processes.
• Compare models or computer simulations of phenomena to the actual phenomena.
• Explain how models or computer simulations are used to investigate and predict the behavior of objects, events, systems, or processes.
• Create a model or computer simulation to investigate and predict the behavior of objects, events, systems, or processes (e.g., phases of the Moon using a solar system model). 2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes.
• Report observations of scientific investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations
• safety procedures used
• Describe the difference between an objective summary of data and an inference made from data. | Component 2.2 Nature of Science: Understand the nature of scientific inquiry. |
2.2.1 Apply curiosity, honesty, skepticism, and openness when considering explanations and conducting investigations.
• Explain why an honest response to questionable results, conclusions, or explanations is important to the scientific enterprise.
• Describe how scientists accurately and honestly record, report, and share observations and measurements without bias.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary. 2.2.2 Understand that scientific theories explain facts using inferential logic.
• Describe how a principle or theory logically explains a given set of facts. 2.2.3 Analyze inconsistent results from scientific investigations to determine how the results can be explained.
• Compare two or more similar investigations and explain why different results were produced (e.g., insufficient data could be interpreted as inconsistent results).
• Explain whether sufficient information has been obtained to make a conclusion. 2.2.4 Understand how to make the results of scientific investigations reliable and how to make the methods of investigation valid.
• Describe how the method of an investigation ensures reliable results (e.g., multiple trials ensure more reliable results).
• Describe how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results). 2.2.5 Understand that increased comprehension of systems leads to new inquiry.
• Describe how scientific inquiry results in new facts, evidence, unexpected findings, ideas, and explanations.
• Describe how increased understanding of systems leads to new questions to be investigated.
Science EALR 3: The student understands the nature and contexts of science and technology.
| Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. |
3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions.
• Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators).
• Explain how to scientifically gather information to develop a solution (e.g., collect data by measuring all the factors and establish which are the most important to solve the problem).
• Describe an appropriate question that could lead to a possible solution to a problem. 3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges.
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Explain possible solutions to the problem (e.g., use pulleys instead of levers to lift a heavy object).
• Explain the reason(s) for the effectiveness of a solution to a problem or challenge. 3.1.3 Analyze multiple solutions to a problem or challenge.
• Describe the criteria to evaluate an acceptable solution to the problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles. | Component 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. |
3.2.1 Analyze how science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.
• Explain how the contributions of diverse individuals have led to the development of science and technology. 3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest.
• Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career.
• Research occupations/careers that require knowledge of science, mathematics, and technology. 3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems.
• Discriminate between renewable and nonrenewable resources in an ecosystem.
• Explain the effects that the conservation of natural resources has on the quality of life and the health of ecosystems.
• Explain the effects of various human activities on the health of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g., consumption of natural resources; waste management; urban growth; land use decisions; pesticide, herbicide, or fertilizer use). Return to top of page
COMMUNICATIONS Communications EALR 1: The student uses listening and observation skills to gain understanding. | Component 1.1: Uses listening and observation strategies and skills to focus attention and interpret information. |
1.1.1 Applies a variety of listening strategies to accommodate the listening situation.
• Adapts listening behavior to sustain attention (e.g., gaze focused on speaker, providing appropriate and varied verbal and non verbal feedback: nodding, clapping, taking notes, answering questions when asked, interjecting when appropriate, providing relevant comments, asking clarifying questions).
• Uses listening strategies for: active listening (GLE 1.1.2), empathetic listening, critical listening (GLE 1.2.1), and listening for enjoyment appropriate to situation (e.g., teacher instruction, one-on-one discussion with teacher or peer, small group communication with peers, class discussion, listening to an oral presentation, listening to/viewing mediated communication, group work). 1.1.2 Applies a variety of listening and observation skills/strategies to interpret information.
• Monitors and adjusts strategies to interpret information (e.g., asks clarifying questions, paraphrases information, elaborates, processes information and ideas by: drawing pictures, using graphic organizers, and taking notes).
• Responds with elaboration (e.g., details, examples, facts). | Component 1.2: Interprets, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Analyzes relationships within and between visual and auditory information.
• Distinguishes between literal and implicit meaning in a single statement or message, including metaphors, and idioms (e.g., “Would you like to sit down?” Coming from an authority figure this may actually mean “Sit down!” or “My stomach is a jar of angry bees.”).
• Connects visual and auditory experiences to previous knowledge (e.g., video, class discussions, news stories).
• Identifies relationships within and between visual and auditory information (e.g., Dance/Music – illustrates how movement can literally demonstrate and imply what is heard in the music – pop, classical, rock, multicultural folk music).
• Explains the meaning of specific nonverbal communication (e.g., body language, facial expressions, eye contact/movement, proxemics). 1.2.2 Analyzes bias and the use of persuasive techniques in mass media.
• Examines and explains technique(s) used to persuade and determines the intended effect on target audience (e.g., emotional appeal – pathos appeals, fallacies, language tools).
• Examines the purpose and use of visual and auditory information in the media (e.g., automobiles, billboards, news reports, t-shirts, internet sites).
Communications EALR 2: The student uses communication strategies and skills to interact/work effectively with others.
| Component 2.1: Uses language to interact effectively and responsibly. |
2.1.1 Uses language that adapts to the needs of the situation and setting.
• Selects language that is respectful of others' feelings and rights (e.g., free from stereotyping, slander or harassment).
• Adjusts language to enhance relationships and resolve conflict in classroom activities and role playing situations (e.g., “What I hear you saying is…” “I’m sorry, I misunderstood.” “Can we start over again?”).
• Chooses language to influence others (e.g., to persuade, correct, or disagree).
• Adjusts language register to the situation (e.g., adjusts language with speech partners depending on purpose of communication, role, and age). | Component 2.2: Uses interpersonal skills and strategies to work collaboratively, solve problems and perform a task. |
2.2.1 Uses communication skills that demonstrate respect.
• Expresses oneself while considering others (e.g., avoids interrupting the speaker, uses and understands turn taking cues, allows pause time before speaking, asks for feedback/input from others).
• Responds to indirect and direct indications that others need clarification (e.g., reads possible confusion on someone’s face and clarifies by asking a question, responds to someone’s request for elaboration).
• As a member of an audience, responds to the speaker with encouraging non-verbal communication (e.g., remains seated, attentive, appears interested, smiles, claps, nods at appropriate times).
• Provides feedback to the speaker in role play scenarios or classroom activities based on appropriate form of listening (e.g., enjoyment, active, critical, and/or empathetic listening).
• Refutes others in non-hurtful ways by disagreeing with ideas and not people, according to established classroom norms (e.g., “Saoli, another way to look at it might be…”). 2.2.2 Applies skills to contribute responsibly in a group setting.
• Contributes relevant ideas with support/evidence by clarifying, illustrating or expanding as needed (e.g., contributes topics related to ideas with support and talks in turn with consideration for others in the conversation).
• Assumes assigned role and accepts responsibility for completing a group task.
• Uses decision making techniques to help the group progress. (e.g., brainstorming, problem solving, compromising).
• Encourages and supports equal participation within the group. | Component 2.3: Use skills and strategies to constructively communicate interculturally. |
2.3.1 Understands how cultural/individual perspectives influence intercultural communication.
• Identifies perspectives, cultural or individual, and how they may affect communication (e.g., “How does one’s perspective affect one’s feelings/attitudes about dress codes/school uniforms?”)
• Explains how generalizations may lead to stereotyping (e.g., “All skateboarders are rude.” “Boys are better in math and girls are better at reading.”).
• Identifies own perspectives and how they may affect communication (e.g., “In my family the grownups talk at mealtime and children sit quietly. So I am often quiet at lunchtime.”). 2.3.2 Applies intercultural communication strategies.
• Discusses how culture may influence the expression of thoughts and feelings.
• Describes how the understanding that some cultures may choose to disclose or not to disclose one’s thoughts and feelings will affect one’s own intercultural communication.
• Uses understanding of disclosure to guide one’s own intercultural communication with teacher guidance.
Communications EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.
| Component 3.1: Uses knowledge of topic/theme, audience, and purpose in planning presentations. |
3.1.1 Applies skills to plan for effective oral communication and presentation.
• Determines the occasion and the audience and identifies a purpose (e.g., oral reports, reader’s theater, student-led conference, demonstration, science fair display).
• Selects and narrows focus of topic and gathers information.
• Cites sources to substantiate information/argument and avoid plagiarism.
• Organizes and structures presentation to facilitate understanding and interaction with the audience (e.g., process/procedural, chronological order, problem/solution).
• Uses details, examples, anecdotes, or experiences to explain or clarify information. | Component 3.2: Uses media and other resources to support presentations. |
3.2.1 Uses available relevant technology and resources to support or enhance a presentation.
• Uses resources to achieve a purpose and that can easily be seen and accessed by the audience (e.g., visual aids, equipment, props, artifacts, drawings).
• Uses technology to inform and/or enhance presentations (e.g., print, online resources, visual display, presentation technology, video streaming, digital and video cameras). | Component 3.3: Uses effective delivery. |
3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentations.
• Practices to improve presentation and develop confidence.
• Speaks with expression using purposeful volume, articulation, and pace/rate.
• Uses posture and body language (eye contact, facial expression, body position) effectively, purposefully avoiding distracting mannerisms.
• Uses gestures to enhance meaning.
• Uses standard grammar, appropriate to age level, to complement the message.
• Uses suitable language registers (e.g., formal vs. informal).
• Uses language that is engaging to audience and addresses purpose(s) (e.g., precise language, action verbs, sensory details).
• Speaks in an extemporaneous style of delivery (e.g., uses notes and outlines rather than a script).
Communications EALR 4: The student analyzes and evaluates the effectiveness of communication.
| Component 4.1: Assesses effectiveness of one’s own and others’ communication. |
4.1.1 Applies established criteria to understand strengths and weaknesses of one’s own communication.
• Examines own communication in group work or a variety of presentation types, using criteria (e.g., rubrics and checklists for group work or specific presentation types; content scoring guides).
• Seeks, considers, and uses feedback from adults and peers to improve communication.
• Examines own style of communication (e.g., opening, sentence variety, conclusion) as well as the content (e.g., “Is the information clear and accurate?).
• Notes appropriate use of terminology specific to content area (e.g., “I used the terms volume and capacity to describe and compare figures.”).
• Determines the effectiveness of one's own participation in group interaction 4.1.2 Analyzes and evaluates the strengths and weaknesses of others’ communication using established criteria.
• Examines accuracy of content and terminology for specific content areas in others’ communication (e.g., correct reasons why ancient peoples settled along rivers).
• Critiques others’ communication and/or delivery independently and in groups according to detailed scoring criteria.
• Offers feedback to peers in support of improving both formal and informal communication. | Component 4.2: Sets goals for improvement . |
4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.
• Sets goals for all forms of oral communication using feedback and creates a plan to meet the goals (e.g., in group work, formal presentations, conversation).
• Monitors progress toward implementing the plan (e.g., through the use of reflection journals, rubrics), making adjustments and corrections as needed. Return to top of page
SOCIAL STUDIES GRADES 6-8 SOCIAL STUDIES FRAMEWORKS OUTLINE Grade 6: World Geography
Cartography – Maps, charts, and geographic tools
Spatial patterns and regions
Interaction: People, the environment, and culture Grade 6: World History and Geography
River Civilizations: Mesopotamia, Egypt, Kush
Ancient China
Greece and Rome
History
Social Studies EALR H1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in the United States, world, and Washington State history. | Component H1.1: Understand and analyze historical time and chronology. |
Benchmarks
• Group events and individuals by broadly defined historical eras and develop related timelines.
• Using evidence for support; identify, analyze, and explain possible causal factors contributing to given historical events. | Component H1.2: Understand events, trends, individuals, and movements shaping the United States, world, and Washington State history. |
Not emphasized at grade level six. | Component H1.3: Examine the influence of culture on the United States, world, and Washington State history. |
Benchmarks
• Examine the development of different cultures in world history
Social Studies EALR H2: The student understands the origin and impact of ideas and technological developments on history.
| Component H2.1: Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict. |
Not emphasized at grade level six. | Component H2.2: Understand how ideas and technological developments influence people, culture, and environment. |
Benchmarks
• Interpret how changing technologies have shaped ideas and attitudes, and analyze the impact of ideas and technological developments on society and culture.
Geography
Social Studies EALR G1: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. | Component G1.1: Use and construct maps, charts, and other resources to gather and interpret geographic information. |
Benchmarks
• Use data and a variety of symbols and colors to create thematic maps, mental maps, and graphs depicting geographic information; e.g., patterns of population, economic features, rainfall, and vegetation. (Location, Place, Region)
• Use globes, a variety of map projections, satellite imagery, and Geographic Information System (GIS) data to interpret information from a spatial perspective (Location, Place).
• Use data and a variety of symbols and colors to create thematic maps, mental maps, and graphs depicting geographic information. e.g. patterns of population, economic features, rainfall, and vegetation(Location, place, region) | Component G1.2: Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. |
Benchmarks
• Locate physical and human features and events on maps and globes. (e.g., location of cultural regions, large urban areas, now and in the past, and major land forms and climate regions (Location, Place, Region)
• Analyze how human spatial patterns emerge from natural processes and human activities. (e.g. tectonic forces, climate, fires, farming, air pollution, transportation, population and urban development (Place, Human/environment Interaction, Movement)
Social Studies EALR G2: The student understands the complex physical and human characteristics of places and regions.
| Component G2.1: Describe the natural characteristics of places and regions and explain the causes of their characteristics. |
Benchmarks
• Use observation, maps, and other tools to identify, compare and contrast the physical characteristics of places and regions (e.g. wildlife, vegetation, climate, natural hazards and waterways) Location, Region | Component G2.2: Describe the patterns humans make on places and regions. |
Benchmarks
• Use observation, maps and other tools to identify and to compare and contrast the patterns humans make on places and regions (e.g. cultural characteristics, population characteristics) | Component G2.3: Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions. |
Not emphasized at grade level six.
Social Studies EALR G3: The student observes and analyzes the interaction between people, the environment, and culture.
| Component G3.1: Identify and examine people’s interaction with and impact on the environment. |
Benchmarks
• Analyze the different ways people use the environment, identify the consequences of use, and consider possible alternatives (Human/Environment Interaction, Region)
• Explain how the actions and interactions of human societies affect and are affected by the environment with regard to air, water, and land issues (Human/Environment Interaction, Region). | Component G3.2: Analyze how the environment and environmental changes affect people. |
Benchmarks
• Explain how the physical environment impacts how and where people live and work. (Human/ Environment Interaction, Region, Place, Movement).
• Examine how technology can affect people’s interaction with the environment (Human/ Environment Interaction, Region, Movement). | Component G3.3: Examine cultural characteristics, transmission, diffusion and interaction. |
Benchmarks
• Identify the many groups and subcultures that exist within large societies and the ways they interact (Location, Place).
• Explain how some forms of cultural communication contribute to societal cohesion and/or division (Five Themes).
• Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, and goods and services (Five Themes).
Civics
Social Studies EALR C1: The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution. | Component C1.1: Understand and interpret the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents. |
Not emphasized at grade level six. | Component C1.2: Examine key ideals of United States democracy such as individual human dignity, liberty, justice, equality, and the rule of law. |
Not emphasized at grade level six. | Component C1.3: Examine representative government and citizen participation. |
Not emphasized at grade level six.
Social Studies EALR C2: The student analyzes the purposes and organization of government and laws.
| Component C2.1: Understand and explain the organization of government at the federal, state, and local level including the executive, legislative, and judicial branches. |
Not emphasized at grade level six. | Component C2.2: Understand the function and effect of law. |
Not emphasized at grade level six. | Component C2.3: Compare and contrast democracies with other forms of government. |
Benchmarks
• Describe a variety of forms of government.
• Explain how various forms of government have different effects on the lives of people.
EALR C3: The student understands the purposes and organization of international relationships and how United States foreign policy is made.
| Component C3.1: Understand how the world is organized politically and how nations interact. |
Not emphasized at grade level six. | Component C3.2: Recognize factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations. |
Benchmarks
• Define foreign policy and identify the factors that influence
• Describe and explain historical and contemporary examples of U.S. foreign policy.
• Identify and describe the roles of international and multinational organizations in foreign policy
Social Studies EALR C4: The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
| Component C4.1: Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level. |
Not emphasized at grade level six. | Component C4.2: Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues. |
Not emphasized at grade level six. | Component C4.3: Explain how various stakeholders influence public policy. |
Not emphasized at grade level six.
Economics
Social Studies EALR E1: Students understand the impact of scarcity on their personal lives and on the households, businesses, governments, and societies in which they are participants. | Component E1.1: Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. |
Not emphasized at grade level six. | Component E1.2: Understand that the availability and use of resources influences the production of goods and services in the economy. |
Not emphasized at grade level six.
Social Studies EALR E2: Students understand the essential characteristics of past and present economic systems.
| Component E2.1: Recognize that both buyers and sellers participate in voluntary trade because both expect to gain from the exchange. |
Benchmarks
• Understand that when trade occurs, many people benefit and have a broader range of choices.
• Understand that when trade occurs internationally, many people in each country benefit and have a broader range of choices | Component E2.2: Explain how different economic systems produce, distribute, and exchange goods and services. |
Not emphasized at grade level six. | Component E2.3: Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers. |
Not emphasized at grade level six. | Component E2.4: Understand that investment in people, tools, and technology affects employment levels and standards of living. |
Not emphasized at grade level six.
Social Studies EALR E3: Students understand the role of government and institutions in past and present economic systems.
| Component E3.1: Analyze the role of government as participant in an economy through taxation, spending, and policy setting. |
Not emphasized at grade level six. | Component E3.2: Understand the role of money, banking, and financial institutions and how individuals and businesses use them. |
Benchmarks
• Understand that money, as a medium of exchange, serves as a temporary store of value.
• Describe how money facilitates transactions by decreasing costs. Return to top of page
THE ARTS Arts EALR 1: The student understands and applies arts knowledge and skills. | Benchmark Component 1.1: Understand arts concepts and vocabulary. |
Dance
1.1.1 Elements: space; time; energy/force
• Demonstrates sustained and percussive movement (energy) 1.1.2 Principles of Organization: repetition; form/design; theme
• Creates simple dances in solo and small groups
• Creates dances with a consistent theme Music
1.1.1 Elements: Pitch; Rhythm; Expression (dynamics, style, tempo, phrasing); Timbre
• Reads, writes, and creates using rhythms including whole through sixteenth (notes and rests) (rhythm)
• Understands and uses staccato/legato, accent (expression)
• Identifies the following registers: soprano, alto, tenor, bass (timbre) 1.1.2 Principles of Organization: notation; form; melody; harmony
• Identifies the following musical notation: Da Capo, D.C. al Fine, Dal Segno, 1st and 2nd ending key signature and slur (notation)
• Writes and identifies notes in the bass clef (notation)
• Understands that steps and leaps create intervals (harmony) Theatre
1.1.1 Elements: character; setting; dialogue; conflict
• Identifies and describes changes within a character throughout a scene/play
• Identifies and describes the relationship of setting to character
• Identifies and describes the use of dialogue in a scene/play
• Identifies the sequence of actions connected to the conflict and resolution in a scene/play/story 1.1.2 Principles of Organization: plot; design; theme
• Identifies and describes elements of plot
• Identifies elements of design (e.g., lights, sound, sets, costumes, etc.) in scene/play
• Identifies similar themes in multiple scenes/plays Visual Arts
1.1.1 Elements: line; shape/form; texture; color; space; value
• Identifies and mixes complementary colors to form neutrals
• Identifies and uses warm/ cool colors as advancing and receding in space
• Identifies and uses form and texture in 2D and 3D art forms 1.1.2 Principles of Organization: balance; emphasis/dominance; proportion; movement/ rhythm; repetition/ pattern; variety; harmony; unity
• Uses movement of the viewers eye within a composition
• Differentiates between realistic, non-objective, and abstract works of art | Benchmark Component 1.2: Develop arts skills and techniques. |
Dance
• Demonstrates precision in locomotor and non-locomotor movement
• Uses abdominal muscular control in movement (center strength)
• Demonstrates warm-up and cool-down techniques appropriate to increasing flexibility
• Performs with others in unison Music
• Demonstrates listening skills by correcting personal tone and volume
• Improvises a melodic phrase Theatre
• Integrates voice into character development
• Integrates movement into character development
• Identifies and uses emotional and sensory recall to create character in scene/play
• Demonstrates appropriate ensemble skills in scene/play
• Demonstrates focus techniques while participating in scene/play Visual Arts
• Understands and demonstrates gradations of value both in neutrals and in colors
• Uses a wide variety of media singularly and in combination | Benchmark Component 1.3: Understand and apply arts styles from various artist, cultures, and times. |
Dance
• Identifies techniques from various artists, cultures, and/or times Music
• Identifies techniques from various artists, cultures, and/or times Theatre
• Identifies techniques from various artists, cultures, and/or times Visual Arts
• Identifies techniques from various artists, cultures, and/or times | Benchmark Component 1.4: Apply audience skills in a variety of arts settings and performances |
Dance
• Identifies how the audience and artist/performer interact Music
• Identifies how the audience and artist/performer interact Theatre
• Identifies how the audience and artist/performer interact Visual Arts
• Identifies how the audience and artist/performer interact
Arts EALR 2: The student demonstrates thinking skills using artistic processes.
Benchmark Component 2.1: Apply a creative process in the arts:
Conceptualize the context or purpose
Gather information from diverse sources
Develop ideas and techniques
Organize arts elements, forms, and/or principles into a creative work
Reflect for the purpose of elaboration and self-evaluation
Refine work based on feedback
Present work to others |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Music
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Benchmark Component 2.2: Apply a performance process in the arts:
Identify audience and purpose
Select artistic work (repertoire) to perform
Analyze structure and background of work
Interpret by developing a personal interpretation of the work
Rehearse, adjust, and refine through evaluation and problem solving
Present work for others
Reflect and evaluate |
Dance
• Applies previously learned arts concepts, vocabulary, skills, and techniques through a performance process Music
• Applies previously learned arts concepts, vocabulary, skills, and techniques through a performance process Theatre
• Applies previously learned arts concepts, vocabulary, skills, and techniques through a performance process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills, and techniques through a performance process Benchmark Component 2.3: Apply a responding process to an arts presentation.
Engage actively and purposefully
Describe what is seen and/or heard
Analyze how the elements are arranged and organized
Interpret based on descriptive properties
Evaluate using supportive evidence and criteria |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding processMusic
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process
Arts EALR 3: The student communicates through the arts.
| Benchmark Component 3.1: Use the arts to express and present ideas and feelings. |
Dance
• Identifies use and misuse (plagiarism) of pre-existing artistic works to communicate Music
• Identifies use and misuse (plagiarism) of pre-existing artistic works to communicate Theatre
• Identifies use and misuse (plagiarism) of pre-existing artistic works to communicate Visual Arts
• Identifies use and misuse (plagiarism) of pre-existing artistic works to communicate | Benchmark Component 3.2: Use the arts to communicate for a specific purpose. |
Dance
• Uses the arts to communicate for a specific purpose (e.g., to record history, persuade Music
• Uses the arts to communicate for a specific purpose (e.g., to record history, persuade Theatre
• Uses the arts to communicate for a specific purpose (e.g., to record history, persuade Visual Arts
• Uses the arts to communicate for a specific purpose (e.g., to record history, persuade | Benchmark Component 3.3: Develop personal aesthetic criteria to communicate artistic choices. |
Dance
• Describes how aesthetic choices are influenced by historical context Music
• Describes how aesthetic choices are influenced by historical context Theatre
• Describes how aesthetic choices are influenced by historical context Visual Arts
• Describes how aesthetic choices are influenced by historical context
Arts EALR 4: The student makes connections within and across the arts to other disciplines, life, cultures, and work.
| Benchmark Component 4.1: Demonstrate and analyze the connections among the arts disciplines. |
Dance
• Describes arts processes that are unique to each arts discipline Music
• Describes arts processes that are unique to each arts discipline Theatre
• Describes arts processes that are unique to each arts discipline Visual Arts
• Describes arts processes that are unique to each arts discipline | Benchmark Component 4.2: Demonstrate and analyze the connections among the arts and other content areas. |
Dance
• Demonstrates that art concepts occur in other content areas Music
• Demonstrates that art concepts occur in other content areas Theatre
• Demonstrates that art concepts occur in other content areas Visual Arts
• Demonstrates that art concepts occur in other content areas | Benchmark Component 4.3: Understand how the arts impact lifelong choices. |
Dance
• Analyzes how the arts impact peer group choices Music
• Analyzes how the arts impact peer group choices Theatre
• Analyzes how the arts impact peer group choices Visual Arts
• Analyzes how the arts impact peer group choices | Benchmark Component 4.4: Understand that the arts shape and reflect culture and history. |
Dance
• Identifies specific attributes of artworks that reflect culture and history Music
• Identifies specific attributes of artworks that reflect culture and history Theatre
• Identifies specific attributes of artworks that reflect culture and history Visual Arts
• Identifies specific attributes of artworks that reflect culture and history | Benchmark Component 4.5: Demonstrate the knowledge of arts careers and the knowledge of arts skills in the world of work. |
Dance
• Identifies job specific skills for arts careers
• Demonstrates collaborative skills Music
• Identifies job specific skills for arts careers
• Demonstrates collaborative skills Theatre
• Identifies job specific skills for arts careers
• Demonstrates collaborative skills Visual Arts
• Identifies job specific skills for arts careers
• Demonstrates collaborative skills Return to top of page
HEALTH & FITNESS Note: EALR subcomponents are listed; draft GLEs (11/2003) are shown following in italics. Health & Fitness EALR 1.0: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition. | Component 1.1: Develop fundamental and complex movement skills, as developmentally appropriate. |
Benchmark Indicator 1.1.2 Perform fundamental skills in a variety of movement activities. Demonstrate developmentally appropriate fundamental and complex movement skills.
• Perform movement combinations in rhythmic activities (i.e., line dances, square dances)
• Perform movement combinations in fundamental and complex skills (Basketball -dribble, bounce and chest pass; Soccer–dribble, static pass and trap ball, throwing/catching, correct foot forward, weight transfer, static catching) involved in team sports and group activities (i.e., small sided soccer, 3 on 3 basketball)
• Perform fundamental movement combinations in fundamental and complex skills (Racquet sports, serve, grip) involved in individual sports ( i.e. Pickleball, climbing wall)
• Demonstrate mechanics of movement as applied to specific skills (i.e., throw a ball; step with opposite foot, opposite shoulder closest to target, reach back and extend arm fully.
• Perform skills to improve core strength (i.e., crunches, single leg balances)
• Describe activities that lead to an active life (daily living, recreational, sport, exercise, dance) | Component 1.2: Safely participates in a variety of developmentally appropriate physical activities. |
Benchmark Indicator 1.2.2 Demonstrates knowledge of rules and safety procedures, while participating cooperatively in individual, dual/team, and lifetime activities. Understands safety procedures and rules in a variety of developmentally appropriate physical activities.
• Apply rules and etiquette in a variety of games.
• Be aware of own personal space.
• Understand space and plays a position in a modified game/activity.
• Responds to a signal to hold or move equipment. | Component 1.3: Understands the concepts of health-related physical fitness and develop and monitor progress on personal fitness goals. |
Benchmark Indicator 1.3.2 Measure physical fitness, set fitness and activity goals, and explore a variety of activities to maintain healthy levels of cardio-respiratory fitness, muscular strength-endurance-flexibility, and body composition. Understand and begin to apply the components of physical fitness: cardio-respiratory endurance, muscular strength, muscular endurance, flexibility, and body composition.
• Examine a personal fitness assessment
• Set realistic fitness goals based on current fitness measurement results and minimum health standards for age and gender
• Describe fitness results
• Describe anatomical and physiological functions (cardio and respiratory)
• Participate in activities that promote physical fitness in the five components of fitness. | Component 1.4: Understand the relationship of nutrition and food nutrients to physical performance and body composition. |
Benchmark Indicator 1.4.2.a Design nutrition goals, based on national dietary guidelines and individual activity needs. Compose nutrition goals based on national dietary guidelines and individual activity needs.
• Applies the dietary guidelines in making food choices.
• Explains the importance of food choices and portion size moderation in a healthy diet.
• Describe positive impacts of eating a variety of foods.
• Define the nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) Analyze the effects of activity, fitness, and nutrition practices.
• Describe how caloric needs are affected by activity levels.
Health & Fitness EALR 2.0: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks and live safely.
| Component 2.1: Recognize patterns of growth and development. |
Benchmark Indicator 2.1.2.a Demonstrate understanding of the physical, emotional, intellectual, and social changes that occur during puberty. Understand body systems and their functions
• Identify the structure and basic functions of key body systems (skeletal, muscular, nervous, respiratory, cardiovascular, endocrine, lymphatic, digestive, and reproductive). Understand the changes that occur during puberty
• Identify the hormonal and physical changes that occur during puberty (growth, secondary sexual characteristics, hormonal attractions, expressing needs, wants, moods/feelings, sense of connectedness, and empowerment). Benchmark Indicator 2.1.2.b Identify hereditary factors that affect growth, development, and health. Know hereditary factors that affect growth development and health. Not expected at Grade Level Six Benchmark Indicator 2.1.2.c Describe how nutrition, exercise, and rest influence physical growth and lifelong health. Analyze the benefits of maintaining healthy habits including exercise, nutrition, and rest habits for lifelong health.
• Identify adolescent sleep patterns, needs and recommendations. | Component 2.2: Understanding the concept of control and prevention of disease. |
Benchmark Indicator 2.2.2.a Describe personal and health care practices that result in prevention, early detection, treatment, and monitoring of communicable diseases. Understand the concepts and factors related to communicable diseases.
• Create a visual that illustrates transmission, prevention (including immunizations), treatment, of communicable diseases (i.e., colds, flu’s, blood-borne pathogens, measles, mumps, polio, Hepatitis A, B, C, etc). Benchmark Indicator 2.2.2.b Describe personal and health care practices that result in prevention, early detection, and treatment of non-communicable diseases. Understand the concepts and factors related to non- communicable diseases. Not expected at Grade Level Six | Component 2.3: Acquire skills to live safely and reduce health risks. |
Benchmark Indicator 2.3.2.a. Explain the adverse physical, emotional, and economic consequences of being sexually active. Understand the potential consequences of being sexually active. Not expected at Grade Level Six Benchmark Indicator 2.3.2.b. Anticipate abuse and risky situations and demonstrate safe behavior to minimize risk and prevent injury to self and others at home, school, and in the community. Recognize types of abuse and risky situations.
• Recognize emotional triggers and identify appropriate responses. (Anger management, Conflict resolution, Refusal/resistance skills)
• Identify and demonstrate appropriate responses when dealing with harassment, bullying and intimidation.(sexual, gender, religion, disability, ethnic, race, age) Benchmark Indicator 2.3.2.c. Recognize emergency situations and demonstrate skills to respond appropriately and safely. Know emergency situations and appropriate responses
• Identify basic First aid/CPR procedures (chest compressions, rescue, breathing, choking, and artificial electronic defibrillator).
• Recognize emergency situations (home, school, natural disasters, water related accidents, injuries, etc.) and demonstrate appropriate responses.
• List actions necessary to implement universal precautions for blood borne pathogens.(see communicable diseases 2.2.2a) Describe methods to prevent injury
• Demonstrate safe behaviors to minimize risk and prevent injury to self and others.(pedestrian, bicycle, skateboard, swimming, boating) Benchmark Indicator 2.3.2.d Identify ways to use stress positively and develop short-term strategies to reduce harmful stress Understands stress management.
• Demonstrate strategies to respond to peer pressure. Benchmark Indicator 2.3.2.e Anticipate situations that involve pressure to abuse legal or use illegal drugs, and plan how to reduce drug risks. Understand issues related to legal and illegal drug use and abuse.
• Compare and contrast legal and illegal drugs.
• Explain reasons for laws regulating use of alcohol and tobacco.
Health & Fitness EALR 3.0: The student analyzes and evaluates the impact of real-life influences on health.
| Component 3.1: Understand how environmental factors affect one’s health. |
Benchmark Indicator 3.1.2 – Describe the influence of environmental factors that positively and negatively affect health. Understand how environmental factors impact personal health.
• Recognize relationship between environmental factors and body systems
• Recognize individual behaviors/actions that impact air, water, noise and chemical pollution | Component 3.2: Gather and analyze health information. |
Benchmark Indicator 3.2.2.a Distinguish between safe and unsafe use of health-care products. Analyze health and fitness product information. Not expected at Grade Level Six Benchmark Indicator 3.2.2.b Identify ways people encourage healthy and unhealthy decisions, plan how to resist unhealthy messages, and create healthy messages. Analyze health information messages.
• Examine positive and negative health messages (media, peers, family and community) Benchmark Indicator 3.2.2.c Analyze health care needs and identify sources of health care. Identify health care needs and sources for services and products. Not expected at Grade Level Six | Component 3.3: Use social skills to promote health and safety in a variety of situations. |
Benchmark Indicator 3.3.2.a Express opinions and resolve conflicts constructively while maintaining safe and respectful relationships. Integrate self-awareness/positive attitude and respect for others.
• Recognize importance of positive self–concept Benchmark Indicator 3.3.2.b Identify effective social skills to avoid risky situations. (Refer to 2.3.2b). Apply effective social skills to avoid risky situations.
• Identify verbal and non-verbal communication skills.
• Describe roles/qualities of a good friend.
• Describe three positive social skills to avoid risky situations. | Component 3.4: Understand how emotions influence decision making. |
Benchmark Indicator 3.4.2 – Describe how emotions may influence decision making and develop strategies about how to act in emotional situations. Analyze the effect of emotions on decision making.
• Identify five basic emotions and describe how they affect decision making skills.
Health & Fitness EALR 4.0: The student effectively analyzes health and safety information to develop health and fitness plans based on life goals.
| Component 4.1: Analyze health and safety information. |
Benchmark Indicator 4.1.2 – Identify health and safety issues associated with daily living. Analyze daily health and safety habits and create a plan for improvement that supports a healthy lifestyle.
• Monitor health behaviors (e.g., diet, sleep, activity, safety) and set a goal for changing a behavior. | Component 4.2: Develop a health and fitness plan and a monitoring system. |
Benchmark Indicator 4.2.2 Develop a personal health and fitness plan which includes a support and record keeping system to achieve health and fitness goals. Analyze and assess personal health and fitness data.
• Record/Analyze personal health and fitness data including:
o Cardio-respiratory endurance
o Flexibility
o Muscular strength
o Muscular endurance
o Nutritional habits Return to top of page
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