SIXTH GRADE - FOR MARKING THE REPORT CARD
Updated October 2007
| READING | WRITING | LISTENING | SPEAKING | MATH | SCIENCE | HEALTH | ART | LIBRARY MEDIA | MUSIC. | PHY.ED |
6th Grade Guidelines for the subject area (reading, writing, mathematics, art, etc.)
A: 90-100% or Consistently superior work
B: 80-89% or Consistently achieves grade-level expectations
C: 70-79% or Meets basic expectations
D: 60-69% or Progressing toward basic expectations
F: Less than 60% or Insufficient progress toward grade-level expectations
NC = Not covered: Those outcomes that are not covered in the marking period
+ and – are not available with the grade mark.
+, √, - are marked for each of the outcomes under each subject area.
+ = Exceeds grade-level outcome
√ = Meets grade-level outcome
- = Needs improvement
| CODE | PE6.3OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| R6.1 | Apply reading strategies | HM Theme tests and skills test, anecdotal evidence, answering teacher's questions. | + = Exceeds grade-level outcome ¯ = Meets grade-level outcome - = Needs improvement |
| R6.2 | Comprehend written material at grade level | HM comprehension tests Teachers are encouraged to share (comment) reading ability level with parents, when students are below grade level. | + = Exceeds grade-level outcome ¯ = Meets grade-level outcome - = Needs improvement |
| R6.3 | Read aloud fluently at grade level | Student reads out loud a passage that is unfamiliar (HM teacher manual contains a fluency chart) | + = Exceeds grade-level outcome ¯ = Meets grade-level outcome - = Needs improvement |
| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| W6.1 - | Write using ideas
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For all of the outcomes, use: Expository/informative Narrative/Expressive Persuasive Research Paper |
Use the descriptors for each trait in the writing rubric |
| W6.2 | Write using organization | ||
| W6.3 | Write using voice | ||
| W6.4 | Write using word choice | ||
| W6.5 | Write using sentence fluency | ||
| W6.6 | Write using conventions | ||
| W6.7 | Write for presentation | ||
| W6.PSI.5 | PSI ONLY: Use new vocabulary in written work | ||
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| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| L6.1 | Demonstrate comprehension of orally presented information | HM Theme Tests (Listening Sections) and Teacher observation | |
| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| SP6.1 | Present information with clarity and effective delivery techniques | In-class presentations | |
| SP6.PSI.2 | PSI: Use Spanish consistently in class | HM listening comprehension test and Decisions, Decisions listening assessment | |
| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| M6.1 | Add, subtract, multiply and divide whole numbers | Timed tests and teacher observations | |
| M6.2 | Use factors and multiples to solve problems | Prime Time | |
| M6.3 | Identify, compare and analyze properties and characteristics of geometric shapes | Shapes and Designs | |
| M6.4 | Collect, apply, manipulate and understand data | Data about Us | |
| M6.5 | Convert between multiple representations of rational numbers (fractions, decimals, and percents) | Bits and Pieces I and II | |
| M6.6 | Calculate, measure and estimate perimeter, area, circumference and diameter | Covering and Surrounding | |
| M6.7 | Calculate simple probabilities | How Likely is It? | |
| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| SC6.1 | Develop, design, and construct a scientific model | Ask a question and design an investigation to answer the question - FOSS Models and Designs, Science Fair
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| SC6.2 | Explain the relationships among plants, animals, humans &environment |
FOSS Environments unit assessments: Choose one of three (predicted to change and become one of the IB PYP themes) |
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| SC6.3 | Demonstrate an understanding of the properties of matter and chemical and physical changes | End of module assessment (choose one of three) | |
| SC6.4 | Demonstrate an understanding that all organisms are composed of cells | Quiz from Great Body Shop, Cells unit (Connect with the commuicable and non-communicable diseases) |
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| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| SS6.1 | Demonstrate an understanding of historical events from 1860-1917 | Chapters 6-9 tests (any form) and teacher-selected section quizzes | Semester I only |
| SS6.2 | Demonstrate an understanding of historical events from 1917-1975 | Chapters 10, 12, 13 and 15 tests (any form) and teacher-selected section quizzes | Semester II only |
| SS6.3 | Discuss major current events that are shaping our world | Teacher observation on student participation
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+ actively participates and furthers the discussion ? participates regularly - disengaged from discussions |
| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| H6.1 | Differentiate between characteristics and the causes of communicable and non-communicable diseases | Great Body Shop- AIDS: What You Need to Know Now | |
| H6.2 | Identify the strategies for healthy living | Combination of Great Body Shop units | |
Add H6.3 |
Demonstrate an understanding of changes during puberty and of the reproductive system |
Great Body Shop |
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| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| LM6.1 | Uses the research process to write a research paper | Teachers grade the research paper. Media Specialists assist both students and teachers in the process. | E = Can research without assistance S = Asks a researchable question, completes steps of the process with general assistance (question-writing, locating resources, refining question, evaluating resources, synthesizing information to answer question, citing sources) P = Requires frequent assistance at each step N = Needs complete assistance at all steps of the research process |
| LM6.2 | Properly formats a research paper | Teachers grade the process using the rubric written in 2002-03. Media Specialists assist both students and teachers in the process. | E = Can format without any assistance and helps others S = all 3s on the rubric with general assistance P = mixture of 3s, 2s and/or 1s. Needs frequent reminders and assistance N = Does not complete the formatting. All 1s on the rubric |
| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| A6.1 | Demonstrate the elements of line, color, and value | ||
| A6.2 | Demonstrate principles of unity/harmony and rhythm | ||
| CODE | OUTCOME | ASSESSMENT(S) | GRADING SCALE SPECIFIC TO OUTCOME |
| MU6.1 | Sings in a group using correct vocal technique | Vocal Technique Assessment | See scoring guide in assessment - found in Shared Curriculum folder |
| MU6.2 | Compose complex rhythmic patterns | Two Rhythmic Compositions | See scoring guide in assessment - found in Shared Curriculum folder |
| MU6.3 | Read complex rhythms and melodies using letter names and solfege | Asssess througout year: Sight-sing a from an unfamiliear pattern, using solfege and Paper and pencil test, writing letters for bass and treble clef notes |
Record letters in Fall and solfege in Spring For sight-reading using Solfege: plus - correct solfege, melody, and rhythm check - 1 error minus - 2 or more errors |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| PE6.1 | Develop a personal fitness plan | Assessment: Fitness Plan & Daily Fitness Log | + = All components of the Fitness Planner are filled out appropriately and the Daily Fitness Log is completed ¯ = Either the Fitness Planner or the Daily Fitness Log is complete and appropriate, but not both - = Neither are completed appropriately |
| PE6.2 | Demonstrate various strategies involved in individual activities, team sports, and cooperative activities | Assessment: Observation of the students demonstrating the strategies using the Observation Checklist | + = Most to all of the various strategies are correctly demonstrated ¯ = _ to _ of the strategies are correctly demonstrated - = fewer than _ of the strategies are correctly demonstrated |
| PE6.3 | Demonstrate age-appropriate physical fitness | Assessment: Cardiovascular, Muscle endurance and Flexibility using the Fitness Gram. Fitness Assessment Scoring Reference Sheet should be used for recording. For all components, except for the mile run, refer to the Fitness Gram Standards for Healthy Fitness; a composite of these scores is used to record a score on report card. Lowest component score will be dropped | + = More than 75% of the scores are "Exceeding" or "Succeeding" ¯ = a mixture of "Succeeding" and "Progressing" - = Predominance of "Progressing" and "Needs Improvement" |
Updated October 2007