READING
For additional information see: www.mpsri.net/ela and www.corestandards.org
Literature
Informational Text
Key Ideas & Details
1. Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn
from the text.
1. Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn
from the text.
2. Determine a theme or central idea of a text and
how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
2. Determine a central idea of a text and how it is
conveyed through particular details; provide a
summary of the text distinct from personal
opinions or judgments.
3. Describe how a particular story’s or drama’s plot
unfolds in a series of episodes as well as how the
characters respond or change as the plot moves
toward a resolution.
3. Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
Craft & Structure
4. Determine the meaning of words and phrases as
they are used in a text, including figurative and
connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
5. Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a
text and contributes to the development of the
theme, setting, or plot.
6. Explain how an author develops the point of
view of the narrator or speaker in a text.
4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of
a text and contributes to the development of the
ideas.
6. Determine an author’s point of view or purpose
in a text and explain how it is conveyed in the text.
Integration of Knowledge & Ideas
7. Compare and contrast the experience of reading
a story, drama, or poem to listening to or viewing
an audio, video, or live version of the text,
including contrasting what they “see” and “hear”
when reading the text to what they perceive when
they listen or watch.
7. Integrate information presented in different
media or formats e.g., visually, quantitatively) as
well as in words to develop a coherent
understanding of a topic or issue.
8. Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims
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8. (Not applicable to literature)
that are not.
9. Compare and contrast texts in different forms or
genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches
to similar themes and topics.
9. Compare and contrast one author’s presentation
of events with that of another (e.g., a memoir
written by and a biography on the same person).
VOCABULARY
For additional information see: www.mpsri.net/ela and www.corestandards.org
Vocabulary Acquisition & Use
through Literature
4. Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
through Informational Text
4. Determine the meaning of
words and phrases as they are
used in a text, including
figurative, connotative, and
technical meanings.
through Language
4. Determine or clarify the
meaning of unknown and
multiple-meaning words or
phrases based on grade 6
reading and content, choosing
flexibly from a range of
strategies.
5. Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.
6. Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
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WRITING
For additional information see: www.mpsri.net/ela and www.corestandards.org
Text Types and
Purposes
1. Write arguments to support claims with clear reasons and relevant
evidence.
2. Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
3. Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and wellstructured event sequences.
Production and
Distribution of
Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
(Grade-specific expectations for writing types are defined in standards
1–3 above.)
5. With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of three
pages in a single sitting.
Research to Build and
Present Knowledge
7. Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
8. Gather relevant information from multiple print and digital sources;
assess the credibility of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and providing
basic bibliographic information for sources.
9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
SPEAKING & LISTENING
For additional information see: www.mpsri.net/ela and www.corestandards.org
Comprehension and
Collaboration
1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
2. Interpret information presented in diverse media and formats (e.g.,
Middletown Public Schools - Grade Six Guide to Standards Based Learning
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visually, quantitatively, orally) and explain how it contributes to a
topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims, distinguishing
claims that are supported by reasons and evidence from claims that
are not.
Presentation of
Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
5. Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate. (See grade
6 Language standards 1 and 3).
LANGUAGE
For additional information see: www.mpsri.net/ela and www.corestandards.org
Conventions of
Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Knowledge of
Language
3. Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
MATHEMATICS
For additional information see: www.mpsri.net/math and www.corestandards.org
Mathematical Practice (not marked
separately- embedded into
standards)
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
The Number System
• Apply and extend previous understandings of multiplication
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and division to divide fractions by fractions.
• Compute fluently with multi-digit numbers and find common
factors and multiples.
• Apply and extend previous understandings of numbers to the
system of rational numbers.
Expressions & Equations
• Apply and extend previous understandings of arithmetic to
algebraic expressions.
• Reason about and solve one-variable Equations and
inequalities.
• Represent and analyze quantitative relationships between
dependent and independent variables.
Ratios & Proportional
Relationships
• Understand ratio concepts and use ratio reasoning to solve
problems.
Geometry
• Solve real-world and mathematical problems involving area,
surface area, and volume.
Statistics & Probability
• Develop understanding of statistical variability.
• Summarize and describe distributions.
SCIENCE
For additional information see: www.mpsri.net/science
http://www.ride.ri.gov/InstructionAssessment/Science.aspx and www.corestandards.org
Physical Science
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Energy
Forms of energy
How energy is stored
Sound as transfer energy
Heat energy
Transfer and flow of heat energy
Using data or graphs
Change in speed/direction
Electric current/magnets
Earth & Space Science
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Cells
Structural organization
Sun energy flow in ecosystem
Classification
Taxonomic Key
Biotic factors
Abiotic factors
Biotic/abiotic disease
Inherited traits
Differences in traits
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Biodiversity
Structure and Function
Reproduction process
Reproduction for survival
Life cycle of plants and animals
Natural selection /evolution
Life Science
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Water cycle
Water vapor, climate, and weather
Weather
Earth’s atmosphere
Events and effect on climate
Weather patterns
Ocean currents effects
Wind
Atmospheric movement
Change in weather fronts
Construct of Inquiry
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Formulating Questions and Hypothesizing
Planning and Critiquing Investigations
Conducting Investigations
Developing and Evaluating Explanations
Science: Reading
•
Cite specific textual evidence to support analysis of science
and technical texts.
Determine the central ideas or conclusions of a text; provide
an accurate summary of the text distinct from prior knowledge
or opinions.
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical
tasks.
Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6–8
texts and topics.
Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and
to an understanding of the topic.
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text.
Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).
Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text.
Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend
science/technical texts in the grades 6–8 text complexity band
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independently and proficiently.
Science: Writing
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Write arguments focused on discipline-specific content.
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or
technical processes.
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish
writing and present the relationships between information and
ideas clearly and efficiently.
Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Draw evidence from informational texts to support analysis
reflection, and research.
Write routinely over extended time frames (time for reflection
and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and
audiences.
SOCIAL STUDIES
For additional information see: www.mpsri.net/socialstudies and
http://www.ride.ri.gov/InstructionAssessment/CivicsSocialStudies.aspx and
www.corestandards.org
Civics & Government
• Citing examples of when major changes of Government have
occurred. C&G 1 (5-6)-1c
• Defining the concepts “civic” “civics” “civil” “citizens” (Civics In
Practice, Chapter1, pages 6-16). C&G 3(5-6)-1a
• Demonstrating respect for the opinions of others (Civics In
Practice Chap. 11). C&G 4(5-6)-3a
• Explaining how actions taken, or not taken impact societies.
C&G 5(5-6)-3b
• Explaining the Judicial Process-Due Process-Local, State,
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Federal (Civics In Practice pages 185-193). C&G 3(5-6)-2c
• Identifying and describing the functions of the Three Branches
of Government. C&G 2 (5-6)-1a
• Identifying and discussing factors that lead to the breakdown
of order among societies. C&G 4(5-6)-3d
• Identifying citizens responsibilities in a Democratic society ”
(Civics In Practice, Chapter1, pages 6-16). C&G 3(5-6)-1c
• Identifying citizens’ rights in a Democratic Society ” (Civics In
Practice, Chapter1, pages 6-16). C&G 3(5-6)-1b
• Identifying how power is divided and shared. C&G 2 (5-6)-1b
• Identifying the Basic Functions of Government. C&G 1 (5-6)1a
• Identifying, Comparing, Contrasting different political systems.
C&G 4(5-6)-1c
• Listing and defining various forms of Government. C&G (1 (56)-1b
• Taking responsibilities of one’s own actions (Civics In Practice
Chapter 14). C&G 4(5-6)-3c
•
Historical Perspective
• Answering “What if questions” and using evidence to explain
how history might have been different. HP 3 (5-6)-1b
• Citing examples of how science and technology have had
positive or negative impacts upon individuals, societies, and the
environment in the past and present. HP 4 (5-6)-2a
• Comparing and contrasting the development of RI ethic history
to the Nation’s History. HP 2 (5-6)-1b
• Comparing and contrasting the diversity of different groups,
places, and time periods all within the same group over time.
HP 5 (5-6)-1a
• Describing challenges or obstacles, a
civilization/country/nation faced as it grew over time. HP 5 (56)-2c
• Explaining how the similarities of human issues across time
periods influence their own personal histories. HP 3 (5-6)-2a
• Identifying cultural influences that shape individuals and
historical events. HP 3 (5-6)-2c
• Identifying historical conditions and events that relate to
contemporary issues. HP 3 (5-6)-1a
• Identifying sequential events, people, and societies that have
shaped RI today. HP 2 (5-6)-1a
• Identifying the point of view of a historical source. HP 1 (5-6)1d
• Investigating and summarizing historical data in order to draw
connections between two events. HP1 (5-6)-2a
• Placing key events and people of a particular historical era in a
chronological sequence. HP 2 (5-6)-2a
• Providing examples of cultural diversity. HP 5 (5-6)-1b
Economics
• Citing examples of how government policies can positively or
negatively impact an economy. E3 (5-6)-2b
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• Comparing and Contrasting incentives. E1 (5-6)-1c
• Describing the distribution of goods and services. E1 (5-6)-3a
• Differentiating between human, natural, capital, man-made,
and renewable vs. finite resources. E1 (5-6)-1a
• Identifying and differentiating between surplus, subsistence,
and scarcity. E1 (5-6)-1c
• Identifying how governments provide goods and services in a
market economy by taxing and borrowing. E3 (5-6)-2a
• Identifying how scarcity impacts the movement of people and
goods. E1 (5-6)-3b
• Identifying the role of producers and consumers in real world
and historical context. E1 (5-6)-1b
• Analyzing the impact of human reactions to environmental
changes G4 (5-6)-2b
• Comparing and contrasting patterns of population settlement
based on climate and physical features. G2 (5-6)-1b
• Differentiating between local, regional, and global scales. G1
(5-6)-1c
• Explaining how human dependence on environment influence
development of civilization. G4 (5-6)-1b
• Explaining how region may change over time. G2 (5-6)-4b
• Explaining the differences between regions and places. G2 (56)-2a
• Identifying formal vernacular, and functional regions. G2 (56)-4a
• Identifying physical features of maps and globes. G1 (5-6)-1a
• Recognizing and justifying how geography influences human
settlement, cooperation, and conflict. G3(5-6)-3a
• Recognizing special information provided by different types of
maps. G1 (5-6)-2a
• Researching and reporting how humans depend on the
environment. G4 (5-6)-1a
• Utilizing geographic tools like latitude and longitude to identify
absolute location. G1 (5-6)-1b
Geography
SS: Reading
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Cite specific textual evidence to support analysis of primary
and secondary sources.
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process related to
history/social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used
in a text, including vocabulary specific to domains related to
history/social studies.
Describe how a text presents information (e.g., sequentially,
comparatively, causally).
Identify aspects of a text that reveal an author’s point of view
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SS: Writing
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or purpose (e.g., loaded language, inclusion or avoidance of
particular facts).
Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print
and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a
text.
Analyze the relationship between a primary and secondary
source on the same topic.
By the end of grade 8, read and comprehend history/social
studies texts in the grades 6–8 text complexity band
independently and proficiently.
Write arguments focused on discipline-specific content.
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or
technical processes.
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish
writing and present the relationships between information and
ideas clearly and efficiently.
Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Draw evidence from informational texts to support analysis
reflection, and research.
Write routinely over extended time frames (time for reflection
and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and
audiences.
CO-CURRICULAR
PE (Movement Forms)
For additional information see:
www.mpsri.net/pehealth and
1. Students will demonstrate competency in many movement
forms and proficiency in a few movement forms.
2. Students will apply movement concepts and principles to the
learning and development of motor skills.
Middletown Public Schools - Grade Six Guide to Standards Based Learning
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http://www.ride.ri.gov/InstructionA 3. Students will understand the implications of and the benefits
derived from involvement in physical activity.
ssessment/OtherSubjects.aspx
4. Students will apply physical activity-related skills and
concepts to maintain a physically active lifestyle and a healthenhancing level of physical fitness.
5. Students will demonstrate responsible personal and social
behavior in physical activity settings.
6. Students will understand that internal and external
environments influence physical activity.
Health
(included in PE - broken out in grade 4)
1. Students will understand the concepts related to health
promotion and disease prevention as a foundation for a healthy
life.
For additional information see:
2. Students will demonstrate the ability to access valid health
www.mpsri.net/pehealth and
http://www.ride.ri.gov/InstructionA information and health-promoting products and services.
3. Students will demonstrate the ability to practice healthssessment/OtherSubjects.aspx
enhancing behaviors and reduce health risks.
4. Students will analyze the influence of culture, media,
technology and other factors on health
5. Students will demonstrate the ability to use interpersonal
communication skills to enhance health.
6. Students will demonstrate the ability to use goal-setting and
decision-making to enhance health.
7. Students will demonstrate the ability to advocate for
personal, family, community, and environmental health.
1. Understanding and applying media, techniques, and
processes.
2. Using knowledge of elements/ structures and
For additional information see:
principles/functions.
www.mpsri.net/finearts and
3. Choosing and evaluating a range of subject matter, symbols,
http://www.ride.ri.gov/InstructionA
and ideas
ssessment/OtherSubjects.aspx
4. Understanding the visual arts in relation to history and
cultures
5. Reflecting upon and assessing the characteristics and merits
of their work and the work of others
6. Making connections between visual arts and other disciplines
Art (Tools & Creation)
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied
repertoire of music
3. Improvising melodies, variations, and accompaniments
For additional information see:
4. Composing and arranging music within specific guidelines
www.mpsri.net/finearts and
http://www.ride.ri.gov/InstructionA 5. Reading and notating music
6. Listening to and analyzing, and describing music
ssessment/OtherSubjects.aspx
7. Evaluating music and music performances
8. Understands relationships between music, the other arts,
and disciplines outside the arts.
9. Understanding music in relation to history and culture
Music (Tools &
Performance)
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STEM Education
Applied Learning:
A1: Problem Solving
A2: Communication Tools and Techniques
A3: Information Tools and Techniques
A4: Learning and Self-Management Tools and
Techniques
Foods & Nutrition
Applied Learning:
A1: Problem Solving
A2: Communication Tools and Techniques
A3: Information Tools and Techniques
A4: Learning and Self-Management Tools and
Techniques
INSTRUCTIONAL TECHNOLOGY (embedded into content)
For additional information see: www.mpsri.net/techintegration and
http://www.iste.org/standards/standards-for-students
Creativity and Innovation/"make
it" -chooses digital tools to make
new products and processes
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology. Students:
a. apply existing knowledge to generate new ideas,
products, or processes
b. create original works as a means of personal or group
expression
c. use models and simulations to explore complex
systems and issues
d. identify trends and forecast possibilities
Communication and
Collaboration/"share it"-shares and
works together in digital
environments
Students use digital media and environments to
communicate and work collaboratively, including at a
distance, to support individual learning and contribute to
the learning of others. Students:
a. interact, collaborate, and publish with peers, experts,
or others employing a variety of digital environments and
media
b. communicate information and ideas effectively to
multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness
by engaging with learners of other cultures
d. contribute to project teams to produce original works
or solve problems
Research and Information
Students apply digital tools to gather, evaluate, and use
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Fluency/"find it"-selects and uses
relevant digital resources
information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital
tools based on the appropriateness to specific tasks
d. process data and report results
Critical Thinking, Problem Solving,
and Decision Making/"solve it"finds solutions using digital tools
and resources
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources. Students:
a. identify and define authentic problems and significant
questions for investigation
b. plan and manage activities to develop a solution or
complete a project
c. collect and analyze data to identify solutions and/or
make informed decisions
d. use multiple processes and diverse perspectives to
explore alternative solutions
Digital Citizenship/"protect it"practices protective, legal, and
ethical behaviors
Students understand human, cultural, and societal issues
related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use
of information and technology
b. exhibit a positive attitude toward using technology that
supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong
learning
d. exhibit leadership for digital citizenship
Technology Operations and
Concepts/"use it"-uses basic
technology skills to learn
Students demonstrate a sound understanding of
technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new
technologies
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LEARNER QUALITIES
(the development of learning behaviors that support academic progress)
SELF-DIRECTED LEARNER
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Shows effort
Organizes time, tasks, & materials
Completes class work on time
Completes & returns homework on time
Actively listens & responds
Shows responsibility
COOPERATIVE WORKER
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Works collaboratively in groups of various sizes
Works to achieve group goals
Shares & receives information & ideas
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RESPECTFUL CITIZEN
HOMEWORK
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Demonstrates respect for property, self, & others
Demonstrates self-control
Follows school/classroom rules
Resolves conflict appropriately
Accepts responsibility for actions
Demonstrates appropriate manners
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ELA
Mathematics
Science
Social Studies
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