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Texas Essential Knowledge and Skills – Sixth Grade
§110.22. English Language Arts and Reading, Grade 6.
(a)
Introduction.
(1) In Grade 6, students master previously learned skills
in increasingly complex presentations, reading selections, and written
compositions. Sixth grade students take notes during oral presentations and
organize and summarize spoken messages. Students evaluate their own oral
presentations. Sixth grade students read widely in classic and contemporary
selections and informational texts. Students are able to understand idioms,
multi-meaning words, and analogies in text. Students can distinguish denotative
and connotative meanings of words and use word origins as an aid to understand
historical influences on word meanings. Students use study strategies to learn
and recall important ideas. Students recognize literary devices such as
flashback, foreshadowing, and symbolism. Sixth grade students are able to select
and use different forms of writing for specific purposes such as to inform,
persuade, or entertain. Students vary sentence structure and use more complex
punctuation such as hyphens, semicolons, and possessives. Sixth grade students
edit their writing based on their knowledge of grammar and usage, spelling,
punctuation, and other conventions of written language. Students produce final,
error-free pieces of written composition on a regular basis. Students search out
multiple texts to complete research reports and projects. Sixth grade students
evaluate the purposes and effects of film, print, and technology presentations.
Students assess how language, medium, and presentation contribute to
meaning.
(2) For sixth grade students whose first language is not
English, the students' native language serves as a foundation for English
language acquisition.
(3) The essential knowledge and skills as well as
the student expectations for Grade 6 are described in subsection (b) of this
section. Following each statement of a student expectation is a parenthetical
notation that indicates the additional grades at which these expectations are
demonstrated at increasingly sophisticated levels.
(4) To meet Public
Education Goal 1 of the Texas Education Code, §4.002, which states, 'The
students in the public education system will demonstrate exemplary performance
in the reading and writing of the English language,' students will accomplish
the essential knowledge and skills as well as the student expectations at Grade
6 as described in subsection (b) of this section.
(5) To meet Texas
Education Code, §28.002(h), which states, '. . . each school district shall
foster the continuation of the tradition of teaching United States and Texas
history and the free enterprise system in regular subject matter and in reading
courses and in the adoption of textbooks,' students will be provided oral and
written narratives as well as other informational texts that can help them to
become thoughtful, active citizens who appreciate the basic democratic values of
our state and nation.
§111.22. Mathematics, Grade 6.
(a)
Introduction.
(1) Within a well-balanced mathematics curriculum, the
primary focal points at Grade 6 are using ratios to describe direct proportional
relationships involving number, geometry, measurement, probability, and adding
and subtracting decimals and fractions.
(2) Throughout mathematics in
Grades 6-8, students build a foundation of basic understandings in number,
operation, and quantitative reasoning; patterns, relationships, and algebraic
thinking; geometry and spatial reasoning; measurement; and probability and
statistics. Students use concepts, algorithms, and properties of rational
numbers to explore mathematical relationships and to describe increasingly
complex situations. Students use algebraic thinking to describe how a change in
one quantity in a relationship results in a change in the other; and they
connect verbal, numeric, graphic, and symbolic representations of relationships.
Students use geometric properties and relationships, as well as spatial
reasoning, to model and analyze situations and solve problems. Students
communicate information about geometric figures or situations by quantifying
attributes, generalize procedures from measurement experiences, and use the
procedures to solve problems. Students use appropriate statistics,
representations of data, reasoning, and concepts of probability to draw
conclusions, evaluate arguments, and make recommendations.
(3) Problem
solving in meaningful contexts, language and communication, connections within
and outside mathematics, and formal and informal reasoning underlie all content
areas in mathematics. Throughout mathematics in Grades 6-8, students use these
processes together with graphing technology and other mathematical tools such as
manipulative materials to develop conceptual understanding and solve problems as
they do mathematics.
§112.22. Science, Grade 6.
(a)
Introduction.
(1) In Grade 6, the study of science includes conducting
field and laboratory investigations using scientific methods, analyzing data,
making informed decisions, and using tools such as beakers, test tubes, and
spring scales to collect, analyze, and record information. Students also use
computers and information technology tools to support scientific
investigations.
(2) As students learn science skills, they identify
components of the solar system including the Sun, planets, moon, and asteroids
and learn how seasons and the length of the day are caused by the tilt and
rotation of the Earth as it orbits the Sun. Students investigate the rock cycle
and identify sources of water in a watershed. In addition, students identify
changes in objects including position, direction, and speed when acted upon by a
force.
(3) Students classify substances by their chemical properties and
identify the water cycle and decay of biomass as examples of the interactions
between matter and energy. They identify life processes and the relationships
between structure and function of organisms.
(4) Science is a way of
learning about the natural world. Students should know how science has built a
vast body of changing and increasing knowledge described by physical,
mathematical, and conceptual models, and also should know that science may not
answer all questions.
(5) A system is a collection of cycles,
structures, and processes that interact. Students should understand a whole in
terms of its components and how these components relate to each other and to the
whole. All systems have basic properties that can be described in terms of
space, time, energy, and matter. Change and constancy occur in systems and can
be observed and measured as patterns. These patterns help to predict what will
happen next and can change over time.
(6) Investigations are used to
learn about the natural world. Students should understand that certain types of
questions can be answered by investigations, and that methods, models, and
conclusions built from these investigations change as new observations are made.
Models of objects and events are tools for understanding the natural world and
can show how systems work. They have limitations and based on new discoveries
are constantly being modified to more closely reflect the natural world.
§113.22. Social Studies, Grade 6.
(a)
Introduction.
(1) In Grade 6, students study people and places of the
contemporary world. Societies selected for study are chosen from the following
regions of the world: Europe, Russia and the Eurasian republics, North America,
Middle America, South America, Southwest Asia-North Africa, Sub-Saharan Africa,
South Asia, East Asia, Southeast Asia, Australia, and the Pacific Realm.
Students describe the influence of individuals and groups on historical and
contemporary events in those societies and identify the locations and geographic
characteristics of selected societies. Students identify different ways of
organizing economic and governmental systems. The concepts of limited and
unlimited government are introduced, and students describe the nature of
citizenship in various societies. Students compare institutions common to all
societies such as government, education, and religious institutions. Students
explain how the level of technology affects the development of the selected
societies and identify different points of view about selected
events.
(2) To support the teaching of the essential knowledge and
skills, the use of a variety of rich primary and secondary source material such
as biographies and autobiographies; novels; speeches and letters; and poetry,
songs, and artworks is encouraged. Selections may include Sadako and the
Thousand Paper Cranes. Motivating resources are also available from museums, art
galleries, and historical sites.
(3) The eight strands of the essential
knowledge and skills for social studies are intended to be integrated for
instructional purposes. Skills listed in the geography and social studies skills
strands in subsection (b) of this section should be incorporated into the
teaching of all essential knowledge and skills for social studies. A greater
depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and
critical-thinking skills are taught together.
(4) Throughout social
studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and
society; and social studies skills. The content, as appropriate for the grade
level or course, enables students to understand the importance of patriotism,
function in a free enterprise society, and appreciate the basic democratic
values of our state and nation as referenced in the Texas Education Code,
§28.002(h).
§116.22. Physical Education, Grade 6.
(a)
Introduction.
(1) In Physical Education, students acquire the knowledge
and skills for movement that provide the foundation for enjoyment, continued
social development through physical activity, and access to a physically-active
lifestyle. The student exhibits a physically-active lifestyle and understands
the relationship between physical activity and health throughout the life
span.
(2) In Grades 6-8, students understand in greater detail the
function of the body, learn to measure their own performance more accurately,
and develop plans for improvement. They learn to use technology such as heart
rate monitors to assist in measuring and monitoring their own performance.
Identifying the types of activities that provide them with enjoyment and
challenge and that will encourage them to be physically active throughout life
is reinforced during instruction in these grades. |
