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|  | | | | SIXTH GRADE CURRICULUM | | |
Students are also given the opportunity to read books individually at their reading level. After students complete books they are required to pass an Accelerated Reader (AR) test, write a book report, or produce a finished product that demonstrates their understanding of the text.
Core Knowledge Curriculum (CKC) was developed by E.D. Hirsch with the premise that there is a base of knowledge that all students must acquire in order to be successful. Core Knowledge Curriculum includes Social Studies, Literature, Sayings and Phrases as well as Music.
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Social Studies is taught as a separate subject. Our primary areas of study are World Geography, Judaism and Christianity, Ancient Greece and Rome, the Enlightenment, The French Revolution, Industrialism Capitalism and Socialism, Independence for Latin America, Immigration, Industrialism, Urbanization and Reform in Industrial America.
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Literature includes poetry, short stories and novels.
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One example of a saying is “A friend in need is a friend indeed.” Students are expected to know the phrase, its origin, its meaning and to give an example of how it might be used.
The name of our sixth grade math curriculum is Everyday Math. It centers on the concept that math should be taught in the context of how students use math in their lives. The key concepts taught are addition, subtraction, multiplication, division, fractions, decimals, percents, geometry, and an introduction to pre-Algebra. We believe Everyday Math provides an excellent foundation for student success in junior high school math and beyond due to its focus on basic skill mastery and critical thinking and problem solving skill development.
Readers’ Workshop consists of the following components: shared reading, guided reading, literature circles and individual reading.
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Shared Reading involves the entire class reading the same text together. Sometimes it entails choral reading where we read together out loud. At other times students take turns reading part of the text aloud while the rest of the class reads along silently. At other times we listen to a tape and read along with the audio. The teacher may also read the story aloud and have students read along silently. As part of our shared reading we read stories from our Spotlight on Literacy basal reader which contains portions of popular texts such as (Maniac Magee) and (Number the Stars). In connection with our Spotlight on Literacy text we complete reading comprehension, spelling, and vocabulary and grammar related activities. We also read chapter books as a class to the extent that time permits.
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Guided Reading is designed to provide direct instruction in reading skills. Students read aloud to the teacher and then conference with the teacher to discuss strengths and weaknesses and to set reading goals.
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Literature Circles allow students to select a text at or near their reading level to read and discuss in small groups. Students will be responsible for performing various roles and completing various duties in their literature circle groups.
We continue to focus on establishing rituals and routines and creating a positive atmosphere. Each day starts with a morning meeting. In our morning meeting we greet one another, share important information, discuss our plan for the day, make announcements and occasionally play a game. The Responsive Classroom model strengthens connections and reduces conflicts and behavioral issues.
Our primary objectives in writing are to instill an appreciation and interest in writing, to recognize that everyone can become a good writer, and most importantly to sharpen the skills of our sixth graders. We also want our sixth graders to realize that we write for many purposes such as expressing emotions, to persuade someone to inform someone, or to entertain. Our writing takes different forms and styles when we write for various purposes. Finally we expect our students to learn the mechanics of writing including punctuation, spelling, and grammar.
Students are required to write a response to literature entry in their readers’ notebooks on a regular basis. All students are expected to read 25 books by the end of the school year. Student reading levels will be assessed using the Star Test, the DRA Test, and by reviewing standardized test results.
In sixth grade we write the following:
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Poetry: Our poetry takes many forms including haiku and circle poems.
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Memoir: A memoir includes both a memory of a specific event in one’s life as well as a reflection on how this event has impacted one’s life.
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Personal Narrative: A personal narrative is a story of an event in one’s life that is written with the purpose of entertaining the reader.
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Persuasive Essay: In a persuasive essay the writer is expected to convince the reader what the correct position is on a controversial topic as well as a call to action. A call to action is what specific action the writer wants the reader to take.
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Feature article: A feature article is a research paper written on a topic that has two sides (for example gun control). The writer is expected to present both sides of the issue and then include a slant or angle that hints in a subtle manner what the author’s opinions and beliefs are.
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Narrative Procedural Essay: A narrative procedural essay is written to explain in detail how to accomplish a specific task such as changing the oil in a car or cooking your favorite meal.
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Response to Literature: A response to literature is written to express one’s thoughts and feelings related to a specific text.
As we write in these different genres we have many mini lessons that are designed to sharpen specific writing skills and techniques. Writing is hard work; we realize that not everyone feels confident in their writing skills. We hope to improve our students’ comfort levels and skills as writers and to make it fun to write.
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