A r c h i v e d  I n f o r m a t i o n

Most sixth grade students can do the following:

1. The student enjoys reading a wide range of materials, and:
   • reads with confidence.

   • reads in all content areas as part of school assignments.

   • reads textbooks at the appropriate grade level.

   • chooses books, newspapers, and magazines to read for fun.

   • often selects complex reading material.

2. The student uses varied strategies to figure out the meaning of unfamiliar words, and:
   • sounds out new words when reading aloud.

   • figures out what many new words mean by looking at the whole sentence and surrounding sentences.

   • uses knowledge of word origins and derivations.

   • consults reference materials or expert sources.

3. The student uses strategies to improve reading comprehension, and:
   • re-reads, cross-checks, and discusses confusing sections with peers to confirm understanding.

   • talks and writes about his or her reading.

   • makes, confirms, and revises predictions.

   • identifies questions to be answered while reading.

   • uses prior learning to understand new reading material.

   • makes connections to other pieces of literature, personal experience, and world events.

   • varies reading strategies according to the purposes for reading and the nature of the text.

4. The student demonstrates an ability to read critically, and:
   • can summarize information from a book or article.

   • understands the author's purpose, point of view, bias, and persuasive techniques.

   • recognizes the relationship between cause and effect.

   • becomes aware of symbolic content.

   • analyzes the arguments presented by a writer or peer.

   • uses information in a book to draw conclusions and make inferences.

   • uses quotations from the text to support his or her arguments.

5. The student demonstrates understanding of how the elements and characteristics of literature interact, and:
   • recognizes whether an author is writing in the first or third person.

   • explains how characters' actions, the setting, and plot support the story line and the author's purpose.

   • explains character motivation.

   • recognizes tone and mood.

   • analyzes the effect of an author's writing style, content, and word choice.

   • understands the elements of different genres.

   • employs literary elements such as conflict, point of view, and plot in his or her own writing.

6. The student uses correct, appropriate language conventions in writing, and:
   • writes legibly using cursive letters.

   • writes effectively and clearly using standard grammar, punctuation, capitalization, and spelling in the final draft.

   • uses varied sentence structure and vocabulary that enhances his or her message.

   • finds basic errors in his or her own writing.

7. The student writes for a variety of situations, and:
   • organizes writing to include main ideas and supporting details.

   • uses descriptive language.

   • uses tone and mood to suit purpose.

   • develops drafts, edits, and revises work as appropriate for audience and purpose.

   • integrates information from a variety of sources into his or her writing.

   • includes illustrations, graphs, and quotations to support his or her text.

   • uses dictionary, thesaurus, and peers as resources to improve the quality of his or her writing.

   • experiments with literary techniques such as flashbacks, metaphor, and dialogue.

   • produces different types of writing including reports, responses to literature, fiction, nonfiction, and poetry.

A student who has successfully mastered these skills should be able to read and understand the following excerpts:

Fourth Grade:

Nothing's Fair in Fifth Grade, by Barthe DeClements

Kenny was on his best behavior when our family arrived at school. Mother and Dad found Sharon's parents, and we all went to our classroom together. My folks and Sharon's are friends. Sometimes our families go camping together. I try to have fun with Sharon when Diane isn't along. It isn't easy. Sharon is interested in two things what her mother says and how many presents she can pile up. You'd think she was an only child instead of Diane.

Books to read at this level:^*

How to Eat Fried Worms, by Thomas Rockwell
Chocolate Fever, by Robert Smith
Flossie and the Fox, by Patricia C. McKissack

Fifth Grade:

Amber Brown Is Not A Crayon, by Paula Danziger

I look over at Justin. He is doing the math work very quickly. I look down at my math and then start chewing on my stub of a pencil. It would have been nice if Justin had given me a new pencil, too. Finished with his math, Justin picks up my paper and checks it out. He finds two mistakes, shows me how to do it correctly and then helps me finish up. Fractions are not my favorite thing.

Books to read at this level:^*

The Cricket in Times Square, by George Selden
Bridge to Terebithia, by Katherine Paterson
The Hundred Penny Box, by Sharon Mathis
Charlotte's Web, by E. B. White

Sixth Grade:

Roll of Thunder, Hear My Cry, by Mildred D. Taylor

They didn't know how wide the hole actually was. Some of them took a wild guess and tried to jump it; but most of them miscalculated and fell in, to our everlasting delight. Others attempted to hop over the gullies to the forest to bypass the hole; however, we knew from much experience that they would not make it. By the time most of the students managed to get to the other side of the ditch, their clothes were dripping with the weight of the muddy water.

Books to read at this level:^*

Mufaro's Beautiful Daughters, by John Steptoe
Charlie and the Chocolate Factory, by Roald Dahl
Little House in the Big Woods, by Laura Ingalls Wilder
The Great Brain, by John Fitzgerald

*Books recommended by the American Library Association.

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[Third Grade Students]

[Ninth Grade Students]