Curriculum Standards

California standards for Runaway Storm

Grade Six English Content Standards

Reading

1.0  Word Analysis, Fluency, and Systematic Vocabulary Development

2.0  Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition
1.1             Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development
1.2             Identify and interpret figurative language and words with multiple meanings.
1.3             Recognize the origins and meanings of frequently used foreign words in English and use these             words accurately in speaking and writing.
1.4             Monitor expository text for unknown words or words with novel meanings by using word, sentence,             and paragraph clues to determine meaning.
1.5             Understand and explain “shades of meaning” in related words (e.g., softly and quietly).

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.

Structural Features of Informational Materials
2.1             Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
2.2             Analyze text that uses the compare-and-contrast organizational pattern.

Comprehension and Analysis of Grade-Level-Appropriate Text
2.3             Connect and clarify main ideas by identifying their relationships to other sources and related topics.
2.4             Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.5             Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

Expository Critique
2.6             Determine the adequacy and appropriateness of the evidence for an author’s conclusions.
2.7             Make reasonable assertions about a text through accurate, supporting citations.
2.8             Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature
3.1             Identify the forms of fiction and describe the major characteristics of each form.

Narrative Analysis of Grade-Level-Appropriate Text
3.2             Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
3.3             Analyze the influence of setting on the problem and its resolution.
3.4             Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
3.5             Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography).
3.6             Identify and analyze features of themes conveyed through characters, actions, and images.
3.7             Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.

Literary Criticism
3.8             Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus
1.1             Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
1.2             Create multiple-paragraph expository compositions:

1. Engage the interest of the reader and state a clear purpose.
2. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.
3. Conclude with a detailed summary linked to the purpose of the composition.

1.3             Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

Research and Technology
1.4             Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
1.5             Compose documents with appropriate formatting by using word-processing skills and principles of             design (e.g., margins, tabs, spacing, columns, page orientation).

Evaluation and Revision
1.6             Revise writing to improve the organization and consistency of ideas within and between paragraphs.

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade six outlined in Writing Standard 1.0, students:

2.1             Write narratives:

1. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.
2. Include sensory details and concrete language to develop plot and character.
3. Use a range of narrative devices (e.g., dialogue, suspense).

2.2             Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

1. State the thesis or purpose.
2. Explain the situation.
3. Follow an organizational pattern appropriate to the type of composition.
4. Offer persuasive evidence to validate arguments and conclusions as needed.

2.3             Write research reports:

1. Pose relevant questions with a scope narrow enough to be thoroughly covered.
2. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).
3. Include a bibliography.

2.4             Write responses to literature:

1. Develop an interpretation exhibiting careful reading, understanding, and insight.
2. Organize the interpretation around several clear ideas, premises, or images.
3. Develop and justify the interpretation through sustained use of examples and textual evidence.

2.5             Write persuasive compositions:

1. State a clear position on a proposition or proposal.
2. Support the position with organized and relevant evidence.
3. Anticipate and address reader concerns and counterarguments.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure
1.1             Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.

Grammar
1.2             Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

Punctuation
1.3             Use colons after the salutation in business letters, semicolons to connect independent clauses, and when linking two clauses with a conjunction in compound sentences.

Capitalization
1.4             Use correct capitalization.

Spelling
1.5             Spell frequently misspelled words correctly (e.g., their, they’re, there).

Listening and Speaking

1.0 Listening and Speaking Strategies

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Comprehension
1.1             Relate the speaker’s verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).
1.2             Identify the tone, mood, and emotion conveyed in the oral communication.
1.3             Restate and execute multiple-step oral instructions and directions.
Organization and Delivery of Oral Communication
1.4             Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.
1.5             Emphasize salient points to assist the listener in following the main ideas and concepts.
1.6             Support opinions with detailed evidence and with visual or media displays that use appropriate technology.
1.7             Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

Analysis and Evaluation of Oral and Media Communications
1.8             Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
1.9             Identify persuasive and propaganda techniques used in television and identify false and misleading information.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:

2.1             Deliver narrative presentations:

1. Establish a context, plot, and point of view.
2. Include sensory details and concrete language to develop the plot and character.
3. Use a range of narrative devices (e.g., dialogue, tension, or suspense).

2.2             Deliver informative presentations:

1. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.
2. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

2.3             Deliver oral responses to literature:

1. Develop an interpretation exhibiting careful reading, understanding, and insight.
2. Organize the selected interpretation around several clear ideas, premises, or images.
3. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

2.4             Deliver persuasive presentations:

1. Provide a clear statement of the position.
2. Include relevant evidence.
3. Offer a logical sequence of information.
4. Engage the listener and foster acceptance of the proposition or proposal.

2.5             Deliver presentations on problems and solutions:

1. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.
2. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

Grade Seven English Standards

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Vocabulary and Concept Development
1.1             Identify idioms, analogies, metaphors, and similes in prose and poetry.
1.2             Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area             vocabulary.
1.3             Clarify word meanings through the use of definition, example, restatement, or contrast.

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal.

Structural Features of Informational Materials
2.1             Understand and analyze the differences in structure and purpose between various categories of             informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
2.2             Locate information by using a variety of consumer, workplace, and public documents.
2.3             Analyze text that uses the cause-and-effect organizational pattern.

Comprehension and Analysis of Grade-Level-Appropriate Text
2.4             Identify and trace the development of an author’s argument, point of view, or perspective in text.
2.5             Understand and explain the use of a simple mechanical device by following technical directions.

Expository Critique
2.6             Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping.

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature
3.1             Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).

Narrative Analysis of Grade-Level-Appropriate Text
3.2             Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
3.3             Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and             actions; the narrator’s description; and the thoughts, words, and actions of other characters.
3.4             Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
3.5             Contrast points of view (e.g., first and third person, limited and omniscient, subjective and             objective) in narrative text and explain how they affect the overall theme of the work.

Literary Criticism
3.6             Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.

Writing

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus
1.1             Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.
1.2             Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific             examples.
1.3             Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.

Research and Technology
1.4             Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
1.5             Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
1.6             Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Evaluation and Revision
1.7             Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade seven outlined in Writing Standard 1.0, students:

2.1             Write fictional or autobiographical narratives:

1. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view.
2. Develop complex major and minor characters and a definite setting.
3. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).

2.2             Write responses to literature:

1. Develop interpretations exhibiting careful reading, understanding, and insight.
2. Organize interpretations around several clear ideas, premises, or images from the literary work.
3. Justify interpretations through sustained use of examples and textual evidence.

2.3 Write research reports:

1. Pose relevant and tightly drawn questions about the topic.
2. Convey clear and accurate perspectives on the subject.
3. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).
4. Document reference sources by means of footnotes and a bibliography.

2.4 Write persuasive compositions:

1. State a clear position or perspective in support of a proposition or proposal.
2. Describe the points in support of the proposition, employing well-articulated evidence.
3. Anticipate and address reader concerns and counterarguments.

2.5 Write summaries of reading materials:

1. Include the main ideas and most significant details.
2. Use the student’s own words, except for quotations.
3. Reflect underlying meaning, not just the superficial details.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to the grade level.

Sentence Structure
1.1             Place modifiers properly and use the active voice.

Grammar
1.2             Identify and use infinitives and participles and make clear references between pronouns and             antecedents.
1.3             Identify all parts of speech and types and structure of sentences.
1.4             Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).

Punctuation
1.5             Identify hyphens, dashes, brackets, and semicolons and use them correctly.

Capitalization
1.6             Use correct capitalization.

Spelling
1.7             Spell derivatives correctly by applying the spellings of bases and affixes.

Listening and Speaking

1.0 Listening and Speaking Strategies

Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication.

Comprehension
1.1             Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions.
1.2             Determine the speaker’s attitude toward the subject.
1.3             Respond to persuasive messages with questions, challenges, or affirmations.

Organization and Delivery of Oral Communication
1.4             Organize information to achieve particular purposes and to appeal to the background and interests of the audience.
1.5             Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.
1.6             Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.

Analysis and Evaluation of Oral and Media Communications
1.7             Provide constructive feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact upon the listener.
1.8             Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade seven outlined in Listening and Speaking Standard 1.0, students:

2.1             Deliver narrative presentations:

1. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view.
2. Describe complex major and minor characters and a definite setting.
3. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions).

2.2             Deliver oral summaries of articles and books:

1. Include the main ideas of the event or article and the most significant details.
2. Use the student’s own words, except for material quoted from sources.
3. Convey a comprehensive understanding of sources, not just superficial details.

2.3             Deliver research presentations:

1. Pose relevant and concise questions about the topic.
2. Convey clear and accurate perspectives on the subject.
3. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).
4. Cite reference sources appropriately.

2.4             Deliver persuasive presentations:

1. State a clear position or perspective in support of an argument or proposal.
2. Describe the points in support of the argument and employ well-articulated evidence.

Grade 6 Health Standards

Injury Prevention and Safety

Standard 1: Essential Concept

1.1.S         Explain methods to reduce conflict, harassment, and violence.

1.2.S         Describe basic first aid and emergency procedures, including those for accidental loss of or injuries to teeth.

1.8.S         Describe hazards related to sun, water, and ice Standard 2: Analyzing Influences

2.1.S         Analyze the role of self and others in causing or preventing injuries.

2.2.S         Analyze influences on both safe and violent behaviors.

2.3.S         Analyze personal behaviors that may lead to injuries or cause harm.

Standard 3: Accessing Valid Information

3.1.S         Identify rules and laws intended to prevent injuries.

3.2.S         Demonstrate the ability to ask a trusted adult for help when feeling personally threatened or unsafe, including while using the Internet.

Standard 4: Interpersonal Communication

4.1.S         Practice effective communication skills to prevent and avoid risky situations.

4.3.S         Demonstrate escape strategies for situations in which weapons or other dangerous objects are present.^[1]

Standard 5: Decision Making

5.1.S         Use a decision-making process to determine a safe course of action in risky situations.

5.2.S         Use a decision-making process to determine appropriate strategies for responding to bullying and harassment.

Standard 6: Goal Setting

6.1.S         Develop a personal plan to remain safe and injury-free.

Standard 7: Practicing Health-Enhancing Behaviors

7.4.S         Practice basic first aid and emergency procedures.

Alcohol, Tobacco, and Other Drugs

Standard 1: Essential Concepts

1.1.A         Explain short- and long-term effects of alcohol, tobacco, inhalant, and other drug use, including social, legal, and economic implications.

1.2.A         Identify positive alternatives to alcohol, tobacco, and other drug use.

1.4.A       Identify the benefits of a tobacco-free environment.

1.5.A         Explain the dangers of secondhand smoke.

1.7.A            Identify the effects of alcohol, tobacco, and other drug use on physical activity,

including athletic performance.

Standard 2: Analyzing Influences

2.1.A         Describe internal influences that affect the use of alcohol, tobacco, and other drugs.

2.2.A         Analyze the influence of marketing and advertising techniques, including the use of role models and how they affect use of alcohol, tobacco, and other drugs.

2.3.A         Analyze how impaired judgment and other effects of using alcohol or marijuana impact personal safety, relationships with friends and families, school success, and attainment of present and future goals.

2.4.A         Explain how culture and media influence the use of alcohol and other drugs.

Standard 3: Accessing Valid Information

3.1.A         Identify sources of valid information regarding alcohol, tobacco, and other drug use and abuse.

Standard 4: Interpersonal Communication

4.1.A         Use effective verbal communication skills to avoid situations where alcohol, tobacco, and other drugs are being used.

4.2.A         Demonstrate effective verbal and nonverbal refusal skills to resist the pressure to use alcohol, tobacco, and other drugs.

Standard 5: Decision Making

5.2.A         Analyze the kinds of situations involving alcohol, tobacco, and other drugs for which help from an adult should be requested.

5.3.A         Analyze the legal, emotional, social, and health consequences of using alcohol and other drugs.

Standard 6: Goal Setting

6.1.A         Develop personal goals to remain drug-free.

Standard 7: Practicing Health-Enhancing Behaviors

7.1.A         Practice positive alternatives to using alcohol, tobacco, and other drugs.

Standard 8: Health Promotion

8.1.A         Practice effective persuasion skills for encouraging others not to use alcohol, tobacco, and other drugs.

Mental, Emotional, and Social Health

Standard 1: Essential Concepts

1.1.M         Describe the signs, causes, and health effects of stress, loss, and depression.

1.2.M         Summarize feelings and emotions associated with loss and grief.

1.3.M         Discuss how emotions change during adolescence.

1.4.M         Describe the importance of being aware of one’s emotions.

1.5.M         Describe the importance of being empathetic to individual differences, including people with disabilities and chronic diseases.

1.6.M         Explain why getting help for mental, emotional, and social health problems is appropriate and necessary.

1.7.M         Describe the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions.

1.8.M         Describe the similarities between types of violent behaviors (e.g., bullying, hazing, fighting, and verbal abuse).

1.9.M         Discuss the harmful effects of violent behaviors.

Standard 2: Analyzing Influences

2.1.M         Analyze the external and internal influences on mental, emotional, and social health.

Standard 3: Accessing Valid Information

3.1.M         Identify sources of valid information and services for getting help with mental, emotional, and social health problems.

3.2.M         Discuss the importance of getting help from a trusted adult when it is needed.

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