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Etna Elementary School
Where We Think, Learn, Achieve, & Care
th
6 Grade Syllabus
Language Arts, Mathematics, & Science
Mr. Robert Kinn
2010-2011 School Year
The following document outlines the curriculum to be taught this year; aligned with Wyoming State Standards. For each standard, lessons and
assessments are defined to guide the Language Arts, Mathematics, and Science teaching and learning in the classroom.
Introduction
The following pages contain an outline of how the Wyoming State Standards will be addressed in your child’s classroom this year. Throughout the
year, each standard will be addressed and assessed as listed. Below is an example of how this syllabus works:
Example:
Standard Program/Approach Assessment
READING
1. Students use the reading process to apply a variety of
comprehension strategies before, during, and after reading.
Fluency
Students read narrative and expository text aloud with grade level- Homework Poems, Readers Nightly reading to parents
appropriate fluency and accuracy with appropriate pacing, intonation, and Theater, AIMS WEB returned with signature, record,
expression. listen to and evaluate
performance, & AIMS WEB
results
List of Standards that are grade level specific
An approach/program/lesson that the teacher will primarily use to teach that standard and objective
An assessment(s) your student will take to show what they learned with regards to that standard. For your convenience, these should be visible on
PowerGrade for you to view over the Internet.
Please Note:
This is a baseline. Some of these standards will be reviewed and repeated more than others. The programs and assessments listed are just one
of the ways the teacher is documenting what is taught and learned in the classroom; other methods may be used in addition to what is written.
READING
1. Students use the reading process to apply a variety of
comprehension strategies before, during, and after reading.
Vocabulary
SRA, Literature Study:
Fiction and Nonfiction (F/NF), • Student Performance on
Daily Oral Language (DOL) Assigned Tasks within the
Students use word origins and derivations to develop vocabulary. Rebecca Sitton Spelling Approach/Program
Read Naturally, • Unit Skill Tests
Write Source (Resource)
• Student Performance on
Literature Study (F/NF) Assigned Tasks within the
Embedded in Math Lessons, Approach/Program
Students understand grade-level-appropriate technical and subject specific
Science/Social Studies Units, • Vocabulary Quizzes
vocabulary. Stephanie Harvey’s Toolkit • Chapter Math Tests
and Writer’s Workshop • Science/Social Studies Tests
• STAR & GATES
Fluency
Read Naturally
Accelerated Reading (AR)
Students read narrative and expository text aloud with grade level- Reader’s Theatre • Student Performance on
appropriate fluency and accuracy with appropriate pacing, intonation, and Literature Study (F/NF) Assigned Tasks within the
expression. Stephanie Harvey’s Toolkit Approach/Program
Explorer • DIBELS
(National Geographic Periodical)
Comprehension
• Accelerated Reading Tests
Stephanie Harvey’s Toolkit, • Student Performance on
SRA, AR, Read Naturally, Assigned Tasks within the
Literature Study Approach/Program
(Emphasis on Higher Levels of
• Teacher Generated Extended
Students draw conclusions from text. Bloom’s Taxonomy)
MacMillan/McGraw-Hill Basal Written Responses or Quick
Functional Text Studies Writes
Explorer • MacMillan/McGraw-Hill Basal
Assessments
• STAR & GATES
• Accelerated Reading Tests
Stephanie Harvey’s Toolkit • Student Performance on
SRA, AR, Read Naturally Assigned Tasks within the
Students comprehend main idea and supporting details in grade-level- Literature Study Approach/Program
appropriate texts through interpretation, inference and analyzing, and read on (Emphasis on Higher Levels of
Bloom’s Taxonomy)
both the literal and inferential levels, supplying textual evidence, and prior MacMillan/McGraw-Hill Basal Written Responses or Quick
knowledge. Functional Text Studies Writes
Assessments
• DIBELS, STAR & GATES
Stephanie Harvey’s Toolkit • Accelerated Reading Tests
SRA, AR, Read Naturally • Student Performance on
Literature Study Assigned Tasks within the
Literature Study (F/NF) Approach/Program
Students use reading strategies including setting a purpose, visualizing, and (Emphasis on Higher Levels of
analyzing cause-effect relationships. Bloom’s Taxonomy)
Functional Text Studies Writes.
Assessments
SRA, AR, Read Naturally • Accelerated Reading Tests
Literature Study • Student Performance on
Literature Study (F/NF) Assigned Tasks within the
(Emphasis on Higher Levels of Approach/Program
Students distinguish between fact and opinion. Bloom’s Taxonomy) • Teacher Generated Extended
Functional Text Studies Writes
(National Geographic Periodical) Assessments
Stephanie Harvey’s Toolkit • Student Performance on
SRA, AR, Read Naturally Assigned Tasks within the
Literature Study (F/NF) Approach/Program
(Emphasis on Higher Levels of • Teacher Generated Extended
Students demonstrate understanding by summarizing. Bloom’s Taxonomy) Written Responses or Quick
MacMillan/McGraw-Hill Basal Writes
Functional Text Studies • MacMillan/McGraw-Hill Basal
Explorer Assessments
(National Geographic Periodical) • DIBELS
2. Students demonstrate understanding of literary text by reading,
listening and responding to a variety of literature.
Vocabulary
• Student Performance
Accelerated Reading
Students identify similes and metaphors. Literature Study (F/NF)
Written Responses or Quick
DOL
Writes
Writer’s Workshop
Comprehension
Stephanie Harvey’s Toolkit Assigned Tasks within the
Write Source (Resource) Approach/Program
Accelerated Reading • Teacher Generated Extended
Students identify connections between dialogue, events, and conflict.
Literature Study (F/NF) Written Responses or Quick
Writer’s Workshop • MacMillan/McGraw-Hill Basal
Assessments
Stephanie Harvey’s Toolkit
Assigned Tasks within the
Accelerated Reading
Approach/Program
Literature Study (F/NF)
Students make connections within and among texts and themselves. • Teacher Generated Extended
Functional Text
Explorer
Writes
Write Source (Resource) Approach/Program
Accelerated Reading • Teacher Generated Extended
Students compare a variety of literary genres.
Literature Study (F/NF) Written Responses or Quick
MacMillan/McGraw-Hill Basal Writes.
• MacMillan/McGraw-Hill Basal
Assessments
Accelerated Reading
Functional Text
Students establish a purpose for reading. Approach/Program
MacMillan/McGraw-Hill Basal
Assessments
Writer’s Workshop
Approach/Program
Students understand author’s purpose. (moral, theme, or intent) Accelerated Reading
Assessments
Fluency
Variety of Resources • Student Performance on
Students will be exposed to grade level appropriate poetry and Readers’
(Ex: MacMillan/McGraw-Hill Assigned Tasks within the
Theatre. Basal) Approach/Program
Comprehension
Accelerated Reading Assigned Tasks within the
National Geographic Approach/Program
Literature Study (F/NF) • Teacher Generated Extended
Students will be exposed to grade level narratives from different cultures. MacMillan/McGraw-Hill Basal Written Responses or Quick
Monthly Periodical Writes
Country Report • MacMillan/McGraw-Hill Basal
Assessments
3. Students demonstrate understanding of informational text.
Comprehension
AR, Functional Text,
Read Naturally Student Performance on
Students read nonfiction texts such as biographies, interviews, and National Geographic Text Assigned Tasks within the
informational texts. MacMillan/McGraw-Hill Basal
Approach/Program
Explorer
Science and Social Studies Text
AR, Functional Text Student Performance on
Students use maps, captioned pictures, or sidebars to locate additional National Geographic Text Assigned Tasks within the
information embedded in text. MacMillan/McGraw-Hill Basal
Approach/Program
Explorer
National Geographic Text
Functional Text Student Performance on
MacMillan/McGraw-Hill Basal
Students analyze technical data in charts or graphs. Assigned Tasks within the
Explorer
Approach/Program
Harcourt Math
IXL (Math Supplements)
AR, SRA, Read Naturally
National Geographic Student Performance on
Students compare and contrast information to draw conclusions. MacMillan/McGraw-Hill Basal Assigned Tasks within the
Explorer Approach/Program
Robert Marzano Strategies
Stephanie Harvey’s Toolkit Student Performance on
Students summarize important information. SRA, Read Naturally,Explorer Assigned Tasks within the
Robert Marzano Strategies Approach/Program
Student Performance on
Students are familiar with a variety of informational modes such as public Explorer with Promethean
documents, print news media, and Internet websites. Planet Component
Approach/Program
Research Reports
WRITING
1. Students apply writing skills to plan, draft, revise, and publish
writing.
Lucy Calkins’ Writer’s
Workshop: Books 2 & 3
Published Pieces assessed with
Science/Social Studies Units with
Extended Written Responses, Teacher Designed Rubrics and
Students apply writing skills to plan, draft, revise, and publish writing. Six Trait (PAWS) Rubric
Research Reports & Essays
Resources: Write Source
Lucy Calkins’ Writer’s Published Pieces assessed with

Students use introduction, body, and conclusion, with supporting sentences Workshop: Books 2 & 3
Teacher Designed Rubrics and
Science/Social Studies Units with
and details to develop ideas in multi-paragraph expository and expressive Extended Written Responses, Six Trait (PAWS) Rubric
modes. Research Reports & Essays
Resources: Write Source
Students use strategies to draft and revise writing such as focusing on one Workshop: Book 5
topic; and checking for clarity, organization, and descriptive details. Resources: Write Source Six Trait (PAWS) Rubric

Students use meaningful word choice, evidence of voice, and sentence Workshop: Book 4
fluency. Resources: Write Source Six Trait (PAWS) Rubric

Students use strategies to edit and publish written work such as editing for Workshop: Book 3
Rebecca Sitton Spelling
grammar, punctuation, capitalization, spelling, and sentence structure; Teacher Designed Rubrics and
sharing final copy with others; and using available technology to publish Daily Oral Language
Six Trait (PAWS) Rubric
work. Research Reports & Writing
Spelling Reviews & Dictation
Contests (Ex: Weed & Pest)
Students use grade-level-appropriate conventions of capitalization, Lucy Calkins’ Writer’s
Workshop: Books 2-5
spelling, punctuation, grammar and usage such as present perfect, past Rebecca Sitton Spelling Teacher Designed Rubrics and
perfect, and future perfect verb tenses, indefinite pronouns, verbs that agree Write Source (Resource) Six Trait (PAWS) Rubric
with compound subjects, and semicolons to connect independent clauses. Daily Oral Language (DOL) Spelling Reviews & Dictation
2. Students write a variety of expressive and expository pieces.

• Whole Group or Literature
Circles of a Novel or Shorter
Literary Works (Ex. Basal, Quick Writes, Final Pieces or
Students write and share literary analysis, using grade level appropriate Readers’ Theatre, Poetry, etc.) Projects are assessed with
including individual
strategies such as: developing an interpretation, justifying the interpretation compositions using Train
Teacher Designed Rubrics
through use of examples and textual evidence. Paragraphs, Extended Written and/or
Responses, &/or Essays. Six Trait (PAWS) Rubric
• Lucy Calkins Writers’
Students write and share literary analyses, using grade level appropriate • Whole Group or Literature
strategies such as: Circles of a Novel or Shorter
Literary Works (Ex. Basal, Quick Writes, Final Pieces or
1. Establishing appropriate point of view; Readers’ Theatre, Poetry, etc.) Projects are assessed with
2. Including sensory detail and concrete language; and including individual Teacher Designed Rubrics
compositions using Train and/or
Paragraphs, Extended Written Six Trait (PAWS) Rubric
3. Using a range of narrative devices including dialogue and suspense. Responses, &/or Essays.
• Lucy Calkins Writers’
Literary Novels, Nonfiction
Using multiple sources, students create and present informational reports, Literature, Science, and Social Creative Pieces assessed with
Studies Units with Teacher Designed Rubrics
posters, maps, and/or pamphlets, using strategies to write research such as
Extended Written Responses, and/or
evaluating and synthesizing information, incorporating notes into a finished Research Reports & Essays Six Trait (PAWS) Rubric
product, including facts, details and examples. Lucy Calkins Writers’
Workshop: Book 3
Expository Pieces or Quick
Procedural Activities
Writes are assessed with
(Ex: Learning “How To…Ski”)
Students write directions, explain problem and solution or procedures. Functional Text Units
Teacher Designed Rubrics
(Expository writing) and/or
Train Paragraphs
Six Trait (PAWS) Rubric
Five Paragraph Essays
SPEAKING AND LISTENING

Science and Social Studies
Students speak on a focused topic with clear organization, including main Presentations Assessed with
Country Reports Teacher Designed Rubrics
idea, with supporting details and a recognizable conclusion. Lucy Calkins Writers’
Workshop: Celebrations
Science and Social Studies
Presentations
Students communicate using organization, volume, posture, pace, eye Assessed with
Country Reports
contact, and relevant gestures. Teacher Designed Rubrics
Poetry Readings
Reader’s Theatre
Embedded in the Curriculum; The teacher checks students’
Students follow directions and provide relevant feedback through note- Math, Reading, Writing, work and subject notebooks
taking or orally responding. Spelling, (Ex. Writers’ Notebook,
Science, and Social Studies Science Notebook, etc.)
Embedded in the Curriculum;
TRIBES, Math, Reading,
Students follow directions and provide feedback. Writing, Spelling,
Approach/Program
Science, and Social Studies
Embedded in the Curriculum;
Students engage in small group discussion using strategies to contribute TRIBES, Math, Reading,
and create consensus. Writing, Spelling,
Approach/Program
Science, and Social Studies
TRIBES Student Performance on
Students understand and explain techniques used in media such as
BEWISE BEWARE Assigned Tasks within the
propaganda and visual symbols. Creative Projects Approach/Program
MATH
NUMBER OPERATION AND CONCEPTS

• Harcourt Math (HM)-Chapter 3 Chapter 3 Test
(Whole Group Instruction with Small
Students use the concept of place value to read and write decimals (to Group, Partner and/or Individual
Practice) IXL Practices (see
1000ths) in words, standard, and expanded form. adjacent column for
• IXL (Math Practice Website):
A1, B1, B2, B3 practice number)
• HM Chapters 1, 3 & 4
Students multiply decimals (10ths & 100ths) and divide whole numbers by Chapters 1, 3 & 4 Tests
• IXL F4, F5, G2, L2, L3, L5,
2-digit divisors and divide decimals by whole numbers. IXL Practices
O1,O3, O4, O5, O6
• HM Chapters 28 & 29 Chapter 28 Test
Students represent the number line using integers. • IXL C3 IXL Practice
Chapter Tests
Students explain their choice of estimation and problem solving strategies • HM Embedded in chapters
From
and justify results when performing number operations with fractions and From Units 1 & 3
Units 1 & 3
decimals in problem-solving situations. • IXL J3, K8,L4, M1-M5, O2, V4
IXL Practices
Students identify prime and composite numbers and apply prime • HM Chapter 7 Chapter 7 Test
factorization to numbers less than 100. • IXL N2-N4 IXL Practices
Students demonstrate an understanding of fractions and decimals by:
· representing fractions as division of whole numbers; Chapters 3 & 10 Tests
• HM Chapters 3 & 10
· converting between mixed numbers and improper fractions; • IXL T8, T3
IXL Practices
· simplifying fractions and mixed numbers;
• HM Chapters 24 & 25
· writing fractions in equivalent forms; Chapters 24 & 25 Tests
• IXL T2, T4
· using parts of a set; IXL Practices
• HM Chapter 8
· rounding decimal numbers to 10ths, 100ths, and whole numbers
• IXL B7
(units) place; and • IXL AA1
Chapter 8 Test
· converting between decimals (from .01 to .99), fractions and IXL Practices
representing percentages.
• HM Chapter 9 Chapter 9 Test
Students add and subtract mixed numbers with like denominators. • IXL U6-7 IXL Practices
• HM Chapters 2 & 11 Chapters 2 & 11 Tests
Students represent repeated multiplication in exponential form. • IXL E1 IXL Practice
GEOMETRY
• Harcourt Math (HM)-
Chapters: 15 - 17 Chapters 15 - 17 Tests
Students classify, describe, compare, and draw representations of 1- and 2- (Whole Group Instruction with
dimensional objects and angles. Small Group, Partner and/or
IXL Practices
Individual Practice)
• IXL Z1-3, Z5, Z8, Z9
Students identify and classify congruent objects by properties to grade • HM Chapter 17 Chapter 17 Test
level. • IXL Z14 IXL Practice
• HM Activities are embedded
Students communicate the reasoning used in identifying geometric Chapters 15-18 Tests
In Chapters 15-18.
relationships in problem-solving situations appropriate to grade level. IXL Practices
IXL Z10, Z11, Z15
MEASUREMENT
Students apply estimation and measurement of length to content problems • HM Chapter 19 Chapter 19 Test
and express the results in metric units (centimeters and meters). • IXL Y1 IXL Practice
Students apply estimation and measurement of weight to content problems • HM Chapter 19 Chapter 19 Test
and express the results in U.S. customary units (ounces, pounds, and tons). • IXL Y1 IXL Practice
Students apply estimation and measurement of capacity to content

problems and express the results in U.S. customary units (teaspoons, • IXL Y1 IXL Practice
tablespoons, cups, pints, quarts, gallons).
Students demonstrate relationships within the U.S. customary units for • HM Activities are embedded
Chapter 19 Test
weight and capacity and within the metric system (centimeters to meters) in In Chapter 19.
IXL Practices
problem-solving situations. • IXL Y3, Y4, Y6, Y7
Students determine the area and perimeter of regular polygons and the area • HM Chapters 20 & 21 Chapters 20 & 21 Tests
of parallelograms, with and without models. • IXL Z19-22 IXL Practices
ALGEBRA
• Harcourt Math (HM)-
Chapters: 14 & 30 Chapters 14 & 30 Tests
Students recognize, describe, extend, create, and generalize patterns, such
(Whole Group Instruction with
as numeric sequences, by using manipulatives, numbers, graphic IXL Practices
Small Group, Partner and/or
representations, including charts and graphs. Individual Practice)
• IXL A7, T1-5, P9, P10, Q3-5
Students apply their knowledge of patterns to describe a constant rate of • HM Lessons 13.3 & 14.2 Chapters 13 & 14 Tests
change when solving problems. • IXL Q7 IXL Practice
• HM Chapters 11-13
Students represent the idea of a variable as an unknown quantity, a letter, Chapters 11-13 Tests
•
or a symbol within any whole number operation. IXL Practices
• IXL P1, P2
DATA ANALYSIS AND PROBABILITY
Students systematically collect, organize, and describe/represent numeric • HM Lessons 5.3, 6.2, 30.2
IXL Practice
data using line graphs. • IXL R13
Students, given a scenario, recognize and communicate the likelihood of

events using concepts from probability (i.e., impossible, equally likely, • IXL T4, BB2 IXL Practices
certain) appropriate to grade level.
Science
In this course, students will do the following: In this course, students will do the following:
1) Identify and describe forms and uses of energy. (1.12) Identify and describe forms and uses of human body systems. (1.1)
To include the following: To include the following:
A. Fossil fuels A. Basic Cell structure and functions
B. Energy alternatives B. Tissues
1. Wind C. Systems
2. Hydroelectric 1. Skeletal and Muscular
3. Solar 2. Digestive
4. Nuclear 3. Circulatory
5. Geothermal 4. Respiratory
6. Tidal 5. Excretory
2) Transfer 6. Nervous
3) Conservation (1.13) D. Disease
4) Transformation of Energy
Standards
1.1 Levels of Organization in Living Systems: Students model the cell as the basic unit of a living system. They realize that all functions that
sustain life act within a single cell and cells differentiate into specialized cells, tissues, organs, and organ systems.
1.12 Forms and Uses of Energy: Students investigate energy as a property of substances in a variety of forms with a range of uses.
1.13 The Conservation of Matter and Energy: Students identify supporting evidence to explain conversation of matter and energy, indicating that
matter or energy cannot be created or destroyed but is transferred from one object to another.
2.1. Students research scientific information and present findings through appropriate means.
2.2. Students use inquiry to conduct scientific investigations.
• Ask questions that lead to conducting an investigation
• Collect, organize, and analyze and appropriately represent data.
• Draw conclusions based on evidence and make connections to applied scientific concepts.
• Clearly and accurately communicate the result of the investigation.
2.3. Students clearly and accurately communicate the result of their own work, as well as information obtained from other sources.
2.4. Students recognize the relationship between science and technology in meeting human needs.
3.1. Students explore the nature and history of science.
A. Students explore how scientific knowledge changes and grows over time, and impacts personal and social decisions.
B. Students explore the historical use of scientific information to make personal and social decisions.
3.2. Students explore how scientific information is used to make decisions.
A. The role of science in solving personal, local, and national problems
B. Interdisciplinary connections of the sciences and connections to other subject areas and careers in science or technical fields
C. Origins and conservation of natural resources, including Wyoming examples

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Etna Elementary School

Where We Think, Learn, Achieve, & Care

List of Standards that are grade level specific

Lucy Calkins’ Writer’s Published Pieces assessed with

Published Pieces assessed with

Lucy Calkins’ Writer’s

2. Students write a variety of expressive and expository pieces.

SPEAKING AND LISTENING

NUMBER OPERATION AND CONCEPTS

Students apply estimation and measurement of capacity to content

DATA ANALYSIS AND PROBABILITY

Students, given a scenario, recognize and communicate the likelihood of

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