# Stepping Up Into Grade 6

## Want to See How Your Child is Doing?

Below is a video that shows how you can see the objective sheets that your child uses to track his or her progress in each class. If you would like to see how your son or daughter is doing in a subject, ask him/her to open the 6th Grade e-binder on the chromebook and you can see the objective he/she is working on and how the tests and assessments have been going. The sixth grade teachers will also be linking the objective sheet to their subject section of the newsletter so you can see what the objective requires. We hope this helps you get a clearer picture of how your child is doing in all areas. Thank you!

***Please bring charged chrome books to school each day

***Please remind your student to bring their planner to school each day

## Math

This Week:

Monday: Catch up on NWEA day

Tuesday: Go over Pretest Data

Wednesday: Intro to Percents

Thursday: Converting Percents to Fractions (using equivalent ratios)

Friday: Percents to Fractions to Decimals (using equivalent ratios)

Our essential learning targets for first quarter are:

6.RP.A.3.a Create tables of equivalent ratios, find missing values in the

tables and plot the pairs of values on the Cartesian coordinate plane.

Objective Sheet

6.RP.A.3.b Solve unit rate problems.

Objective Sheet

*NEW*

6.RP.A.3.c Solve percent problems.

Objective Sheet

Our learning target for this week is: I can solve real world percent problems.

Important terminology for this unit: coordinate plane, equivalent ratio, graph, greatest common factor, least common multiple, ordered pair, origin, prime factorization, rate, ratio, ratio table, scaling, unit price, unit rate, x-axis, y-axis, x-coordinate, y-coordinate

rational number, percent, least common denominator (LCD), proportion, percent proportion,

Extra Practice Pages: 25, 37, 45, 65, 77, 143, 153, 161

## Science

This week: We will work with teams to practice the steps in the engineering design process!

Our learning target for this week is: I will evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Our essential learning targets for the quarter are:

• 6-8.ETS1.B.3 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

• 6-8.ETS1.B.2: Analyze the data from the tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

• 6-8.ETS1.B.1: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• 6-8.ETS1.A.1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Important terminology for this unit: metric measurement, volume, length, temperature, mass, time, constants, independent variable, dependent variable, testable question, hypothesis

## Social Studies

Our learning target for this unit is: River Valleys Describe how physical characteristics of river valleys supported permanent settlement and the rise of early civilizations.

Important terminology for this unit: Irrigation, Natural Barriers, physical characteristics, climate, vegetation, geography

Unit Checklist: This document outlines what is expected of the students to show they have met the standard. A pacing calendar is on the 2nd page (it may be altered to allow more time if students show they need more practice).

Monday: Learn about the 4 River Valleys. Student will need to take notes and turn in a picture of them on Google Classroom.

Tuesday: Complete the Vocabulary Assignment and turn it in on Google Classroom when finished.

Wednesday: Compare and Contrast River Valleys. Student will need to turn in the Venn Diagram charts on Google Classroom.

Thursday: Catch-up on work not completed in class or as homework for Social Studies this week.

Friday: House Day and 90 minute Early Release for Homecoming Activities.

## English Language Arts

This Week: Students will taking the summative assessment for our Drawing Conclusions and Inferring unit on Wed., Sep. 26. They took the pretest on finding the Meaning of Words and Phrases and that will become our focus along with starting to draft our first writing piece. They will be writing a narrative story with one of the many ideas they have collected over the weeks.

Our learning target for this week is:

1. I can make inferences by citing textual evidence to support the analysis.

2. I can support my thinking with text evidence.

***NEW***

3. I can figure out the meaning of unknown words using context clues and reference materials.

4. I can figure out the meaning of unknown words and phrases that use figurative language.

Our Essential Learning Objectives (ELOs) for 1st quarter: (RL = Reading Literature and RI = Reading Informational)

RI1A/RL1A - Draw conclusions, infer, and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Objective Sheet

RL1B/RI1B - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials.

Objective Sheet

W2A - Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience; develop writing with narrative techniques.

RL3D/RI3D - Read and comprehend literature and informational text independently and proficiently.

Important vocabulary for this unit: draw conclusions, conclusion, conclude, make inferences, inference, infer, analyze, cite

## Environmental Science

Our learning target this week: We will continue working on human impacts on the environment.

Our essential learning targets for this unit:

1. I will construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Objective sheets

Please feel free to contact me if you have any questions or concerns: mdoering@fulton58.org

My environmental science students were really moved by this video! Check it out.

Students, if you are serious about making a change and creating something to help reduce plastic in the ocean, email mdoering@fulton58.org to be a part of an after school group to work on that problem.