Literature | RL.6.1

I can refer to the text to support my thoughts and draw inferences about a story

Literature | RL.6.2

I can use details from the text to determine the theme or message of a story.

Literature | RL.6.3

I can describe how the plot of a story or drama unfolds in a sequence of events.  I can describe how the characters in a story or drama change as a story moves toward sits conclusion.

Literature | RL.6.4

I can figure out the deeper meanings of words and phrases as they are used in a story.

Literature | RL.6.4

I can think and talk about the effects that specific words have on the meaning or tone of a story.

Literature | RL.6.5

I can think and talk about how specific parts of a story, play or poem fit into the overall text and contribute to the development of the theme, setting or plot.

Literature | RL.6.6

I can explain how an author develops the point of view of the narrator or speaker in a text.

Literature | RL.6.7

Literature | RL.6.9

I can compare and contrast the difference between reading a story, drama or poem to listening or watching the story in an audio or video version. I can compare and contrast similar themes or topics in various fiction genres.

Informational Text | RI.6.1

I can refer to the text to support my thoughts and draw inferences about a piece of informational text.

Informational Text | RI.6.2

I can use details from the text to determine the central idea of a piece of informational text.

Informational Text | RI.6.2

I can give a summary of a piece of informational text without adding my opinions or judgments.

Informational Text | RI.6.3

I can think and talk in detail about how people, events or ideas are introduced, illustrated and developed in in a piece of informational text.

Informational Text | RI.6.4

I can figure out the meanings of words and phrases in a piece of informational text by thinking about how they are used.

Informational Text | RI.6.4

I can think and talk about how specific parts (sentence, paragraph, chapter or section) fit into a piece of informational text and add to the meaning and ideas in the text.

Informational Text | RI.6.5

I can think about how various sections (sentences, chapters, scenes or stanzas piece of informational text) fit into the overall structure of a text and how that affects the development of the ideas in the text.

Informational Text | RI.6.6

I can figure out an author's point of view in a piece of informational text and explain how it is expressed in the text.

Informational Text | RI.6.7

I can better understand a topic or issue by thinking about how it has been presented indifferent media or formats.

Informational Text | RI.6.8

I can locate and judge arguments or claims in a text and separate those that are supported by reasons and evidence from those that are not.

Informational Text | RI.6.9

I can compare and contrast one author's presentation of events with that of another author's presentation of the same events.

Writing | W.6.1

Writing | W.6.1A-E

I can write arguments and use clear reasons and relevant evidence to support my claims. I can introduce my argument and organize the reasons and evidence clearly. I can support my claims with clear reasons and relevant evidence. I can support my claims using appropriate sources and show that I understand the topic. I can use wording that clearly explains the relationships between my claims and reasons. I can establish and maintain a formal style in presenting my written arguments.

Writing | W.6.2

Writing | W.6.2A-F

I can write organized and informative pieces, with relevant content, to explore a topic and express ideas, concepts and information. I can use definitions, classifications, comparing & contrasting or cause & effect to help introduce a topic and organize ideas, concepts and information in my writing. I can present information more clearly in my writing by using formatting such as headings, visuals and multimedia. I can develop a topic using appropriate facts, definitions, details, quotations or other information and examples. I can use appropriate transitions to present clear connections between my ideas and concepts. I can use precise wording and specific vocabulary to teach others about a topic. I can establish and maintain a formal style in presenting written information. I can write a conclusion that follows from the information and explanations I presented

Writing | W.6.3

Writing | W.6.3A-E

I can write narrative stories with good technique, appropriate detailed descriptions and logical sequences. I can provide an introduction in my stories that creates a background and presents a narrator and characters. I can organize my writing so that the sequence of events occurs naturally and logically. I can use different techniques such as dialogue, pacing and descriptive words to help develop the characters and plot of my stories. I can use different types of transition words to show the sequence of events or shifts in the time or setting in my stories. I can use very specific words and phrases, descriptive details and sensory language to express experiences and events in my stories. I can write conclusions that make sense with the experiences and events I share in my stories.

Writing | W.6.7

I can complete short research projects to answer a specific question by using several sources and by refocusing my research when needed.

Speaking/Listening | SL.6.1

Speaking/Listening | SL.6.2

Speaking/Listening | SL.6.3

Speaking/Listening | SL.6.4

Speaking/Listening | SL.6.6

SL.6.1: I can effectively participate in different types of discussions and with different people about 6th grade topics, texts and issues. I can build on others' ideas and express my own ideas clearly. I can come to discussions prepared to share my ideas because I have read or studied the required material. I can participate in discussions more effectively by using examples and evidence from the text to help me reflect on the ideas in the discussion. I can follow rules, set goals, meet deadlines and carry out my assigned role in shared discussions with peers. I can ask and answer questions using appropriate explanations or details that add to the discussion of a topic, text or issue. I can think through the ideas in a discussion and show that I understand different perspectives by sharing my thoughts and restating what others have said. I can think about information presented in different media or formats and explain how it contributes to a topic, text or issue. I can explain a speaker's arguments or claims and separate those that are supported by reasons and evidence from those that are not. I can present claims and findings in a logical order using relevant descriptions, facts and details to support the main idea. I can use appropriate eye contact and volume, as well as speak clearly, when I present ideas to others. I can change my way of speaking for a variety of situations and tasks and show that I can use formal English when necessary and appropriate.

Earth Science | MS-ESS1-1

I can use the Earth-sun-moon system to describe lunar phases, eclipses of the sun and moon, and seasons.

Earth Science | MS-ESS2-1

I can describe the process of weathering and erosion on Earth's surface.

Earth Science | MS-ESS2-4

I can describe the water cycle. I can explain the role of the energy from the sun and the force of gravity in the water cycle.

Earth Science | MS-ESS3-3

I can describe the impact that humans have on the environment. I can brainstorm ways that humans can limit water usage, land usage, and pollution. I can determine if these solutions are reasonable.

Life Science | MS-LS1-4

I can explain how some animal behaviors help them to successfully reproduce. I can explain how some plant structures allow plants to successfully reproduce. I can back up my explanations with facts.

Life Science | MS-LS1-5

I can explain how environmental factors affect the growth of organisms. I can explain how genetic factors affect the growth of organisms. I can back up my explanations with facts

Life Science | MS-LS3-2

I can explain why asexual reproduction results in offspring with identical genetic information. I can explain why sexual reproduction results in offspring with genetic variation. I can support my explanations with models.