Parents, these are the standards taught by Beyond Textbooks partner schools. This list is in alphanumeric order, and your school will likely teach them in a different order. For help deciphering the code in front of the standard, please click here.

##### Quarter 1 Standards:
1. 6.M.NS.A.01: The Highly Proficient student can solve a problem in context involving multi-step division problems involving mixed numbers and interprets the solution in context.

2. 6.M.NS.B.02: The Highly Proficient student can fluently divide multi-digit numbers including multi-digit decimals using the standard algorithm and assesses the reasonableness of the result.

3. 6.M.NS.B.03: The Highly Proficient student can fluently add, subtract, multiply and divide multi-digit numbers including multi-digit decimals using the standard algorithm for each operation and assesses the reasonableness of the result.

4. 6.M.NS.B.04: The Highly Proficient student can interpret a context to construct an equivalent expression using the greatest common factor, least common multiple, and the distributive property.

5. 6.M.NS.C.09: The Highly Proficient student can convert between expressions for positive rational numbers including fractions, decimals, and percents in real-world problems.

6. 6.M.RP.A.01: The Highly Proficient student can use and connect between representations for ratio situations.

7. 6.M.RP.A.02: The Highly Proficient student can find unit rates requiring multiple steps.

8. 6.M.RP.A.03: The Highly Proficient student can create and apply ratio reasoning to solve real-world problems including those involving percent or conversion of measurement units.

##### Quarter 2 Standards:
1. 6.M.EE.A.01: The Highly Proficient student can evaluate and create expressions using whole number exponents and positive rational number bases.

2. 6.M.EE.A.02abc: The Highly Proficient student can identify parts of an expression and evaluate and create algebraic expressions involving rational numbers for real-world problems.

3. 6.M.EE.A.03: The Highly Proficient student can apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

4. 6.M.EE.A.04: The Highly Proficient student can identify equivalent expressions and show that two expressions are equivalent by substitution.

5. 6.M.EE.B.05: The Highly Proficient student can solve an equation or inequality to choose or create a set of values that make the equation or inequality true.

6. 6.M.EE.B.06: The Highly Proficient student can use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

7. 6.M.EE.B.07: The Highly Proficient student can create and solve a one-step equation to represent a real-world problem.

8. 6.M.EE.B.08: The Highly Proficient student can create, solve, and graph inequalities to represent constraints in a real-world problem.

9. 6.M.NS.C.05: The Highly Proficient student can identify and interpret rational numbers given a real-world problem.

10. 6.M.NS.C.06ac: The Highly Proficient student can plot rational points on a coordinate plane and on a horizontal or vertical number line.

11. 6.M.NS.C.07: The Highly Proficient student can compare and order rational numbers including integers and absolute values given in real-world problems.

##### Quarter 3 Standards:
1. 6.M.EE.C.09: The Highly Proficient student can create a real world context using dependent and independent variables by constructing a table, graph, or equation.

2. 6.M.G.A.01: The Highly Proficient student can solve real world multistep geometric problems including decimal and fractional measurements.

3. 6.M.G.A.02: The Highly Proficient student can find the missing side length of a right rectangular prism given a volume and fractional side lengths.

4. 6.M.G.A.03: The Highly Proficient student can find a missing vertex of a polygon given other vertices.

5. 6.M.G.A.04: The Highly Proficient student can solve real world problems by finding surface area for three dimensional figures using nets with fractional edges.

6. 6.M.NS.C.06b: The Highly Proficient student can recognize in real-world problems that when two ordered pairs differ only by sign then the locations are related to reflections over one or both axes.

7. 6.M.NS.C.08: The Highly Proficient student can use absolute value to find the distance between two points with the same first or second coordinate in real-world problems.

8. 6.M.SP.A.01.02.03: The Highly Proficient student can create a statistical question given a context and create a data set with given measure of center, spread, and overall shape and determines how additional data points impact the measure of center, spread, and overall shape.

##### Quarter 4 Standards:
1. 6.M.RP.A.03: The Highly Proficient student can create and apply ratio reasoning to solve real-world problems including those involving percent or conversion of measurement units.

2. 6.M.SP.B.04: The Highly Proficient student can create a histogram or box plot given a dot plot.

3. 6.M.SP.B.05: The Highly Proficient student can summarize numerical data sets in relation to their context and create a data set given a display.

##### Quarter 1 Standards:
1. 6.R.RI.02:  The Highly Proficient student can evaluate central ideas and how they are conveyed through particular details and provide a comprehensive summary, distinct from personal opinions or judgments.

2. 6.R.RI.03: The Highly Proficient student can analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text and analyze relationships among the key individuals, events, or ideas.

3. 6.R.RI.09: The Highly Proficient student can compare and contrast one author’s presentation of events with that of another and evaluates the effect and impact of the different presentations.

4. 6.R.RL.02: The Highly Proficient student can evaluate themes or central ideas, considering major/ minor themes, and how they are conveyed through particular details; then provide a comprehensive summary distinct from personal opinions or judgments.

5. 6.R.RL.03: The Highly Proficient student can analyze how the plot of a particular story or drama unfolds in a series of episodes, as well as how the responses and changes of complex characters contribute to the plot as it moves toward a resolution.

6. 6.R.RL.09: The Highly Proficient student can compare, contrast, and analyze/evaluate texts in different forms or genres in terms of their approaches to similar themes and topics.

##### Quarter 2 Standards:
1. 6.R.RI.01: The Highly Proficient student can apply strong textual evidence in supporting a complex inference or analysis of the text. (Informational text)

2. 6.R.RI.06: The Highly Proficient student can analyze an author’s point of view and purpose in a text and provide evidence to show how they are conveyed.

3. 6.R.RL.01: The Highly Proficient student can apply strong textual evidence in supporting a complex inference or analysis of the text.(Literature)

4. 6.R.RL.04: The Highly Proficient student can analyze the meaning of words and phrases, including figurative and connotative, and evaluate the impact on meaning and tone.

5. 6.R.RL.05: The Highly Proficient student can articulate why the author includes a particular sentence, chapter, scene, or stanza in a text, and analyze how it affects the overall structure and contributes to the development of the theme, setting, or plot.

6. 6.R.RL.06: The Highly Proficient student can analyze how an author develops the point of view of the narrator or speaker in a text, citing evidence to support the analysis.

##### Quarter 3 Standards:
1. 6.R.RI.04: The Highly Proficient student can analyze the meaning of figurative, connotative, and technical meanings of words and phrases in a text.

2. 6.R.RI.05: The Highly Proficient student can articulate why the author uses a particular sentence, paragraph, chapter, or section; then analyze how it affects the overall structure of a text and contributes to the development of ideas.

3. 6.R.RI.07: The Highly Proficient student can evaluate and synthesize information presented in different media formats; visually, quantitatively, and in words to comprehend the topic or issue.

4. 6.R.RI.08: The Highly Proficient student can trace and evaluate the argument and specific claims in a text; then analyze how the reasoning and evidence supports or does not support the claim.

5. 6.R.RL.07: The Highly Proficient student can compare and contrast and analyze the experiences of reading a story, drama, poem, to listening to or viewing an audio, video, or live version of the text.

1. None

##### Reading Yearly Standards (taught throuhout the school year):
1. 6.R.RI.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2. 6.R.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

##### Quarter 1 Standards:
1. 6.RST.04: I can determine the meaning of symbols, words and phrases in text.

2. G6.2S.C1.PO1: I can identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau [inventor, marine explorer], William Beebe [scientist], Thor Heyerdahl [anthropologist]

3. G6.2S.C1.PO2: I can describe how scientific innovations have revolutionized modern ways of thinking.

4. G6.2S.C1.PO3: I can analyze the impact of a major scientific development occurring within the past decade.

5. G6.2S.C1.PO4: I can describe the use of technology in science-related careers.

6. G6.2S.C2.PO1: I can describe how scientific understanding changes in response to new information and discoveries.

7. G6.2S.C2.PO2: I can describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.

8. G6.2S.C2.PO3: I can apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, organizing data, inferring, generating hypotheses, identifying variables, and predicting

9. G6.3S.C1.PO1: I can evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, lightning-caused fire.

10. G6.3S.C1.PO2: I can describe how people plan for, and respond to, the following natural disasters: drought, flooding, tornado.

11. G6.3S.C2.PO1: I can propose viable methods of responding to an identified need or problem.

12. G6.4S.C3.PO1: I can explain that sunlight is the major source of energy for most ecosystems.

13. G6.6S.C1.PO1: I can describe the properties and the composition of the layers of the atmosphere.

14. G6.6S.C1.PO2: I can explain the composition, properties, and structure of the Earth’s lakes and rivers.

15. G6.6S.C1.PO4: I can analyze the interactions between the Earth's atmosphere and its bodies of water

16. G6.6S.C1.PO5: I can describe ways scientists explore the Earth’s atmosphere and bodies of water.

17. G6.6S.C2.PO1: I can explain how water is cycled in nature.

18. G6.6S.C2.PO3: I can analyze the effects that bodies of water have on the climate of a region.

19. G6.6S.C2.PO4: I can analyze the following factors that affect climate: ocean currents, elevation, and location

20. G6.6S.C2.PO5: I can analyze the impact of large-scale weather systems on the local weather.

21. G6.6S.C2.PO6: I can create a weather system model that includes the Sun, the atmosphere, and bodies of water.

##### Quarter 2 Standards:

2. 6.RST.08: I can trace and evaluate the facts and details that support the author's argument. I can distinguish between fact and opinion.

3. G6.1S.C1.PO1: I can differentiate among a question, hypothesis, and prediction.

4. G6.1S.C1.PO2: I can create questions from observations that lead to a hypothesis.

5. G6.1S.C1.PO3: I can locate research information for use in the design of a controlled investigation.

6. G6.1S.C2.PO1: I can demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

7. G6.1S.C2.PO2: I can design an investigation to test individual variables using scientific processes.

8. G6.1S.C2.PO3: I can conduct a controlled investigation using scientific processes.

9. G6.1S.C2.PO4: I can perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).

10. G6.1S.C2.PO5: I can keep a record of observations using tools such as written and/or computer logs.

11. G6.1S.C3.PO1: I can analyze data obtained in a scientific investigation to identify trends.

12. G6.1S.C3.PO2: I can form a logical argument about a correlation.

13. G6.1S.C3.PO3: I can evaluate the observations and data reported by others.

14. G6.1S.C3.PO4: I can interpret simple tables and graphs produced by others.

15. G6.1S.C3.PO5: I can compare the results from a previous investigation to those of a current investigation.

16. G6.1S.C3.PO6: I can create questions based on the results of a completed investigation.

17. G6.1S.C4.PO3: I can use qualitative and quantitative information to communicate the results of an investigation.

18. G6.1S.C4.PO5: I can communicate results/conclusion.

19. G6.1S.C6.PO4: I can create list of instructions.

20. G6.4S.C3.PO2: I can describe how quality of life is effected by water quality, climate, population density, and smog.

21. G6.5S.C3.PO1: I can identify various ways in which electrical energy is generated.

22. G6.5S.C3.PO4: I can explain how thermal energy can be transferred by conduction. I can explain how thermal energy can be transferred by convection. I can explain how thermal energy can be transferred by radiation. ​​​​​​​

##### Quarter 3 Standards:
1. 6.RST.07: I can integrate information presented in different formats.

2. G6.4S.C1.PO1: I can explain the importance of water to organisms.

3. G6.4S.C1.PO2: I can describe the basic structure of a cell, including: cell wall, cell membrane, nucleus.

4. G6.4S.C1.PO3: I can describe the function of each of the following cell parts: cell wall, cell membrane, nucleus.

5. G6.4S.C1.PO4: I can differentiate between plant and animal cells.

6. G6.4S.C1.PO6: I can relate the structures of living organisms to their functions: PLANTS

7. G6.4S.C1.PO6: I can relate the structures of living organisms to their functions: ANIMALS

8. G6.5S.C3.PO2: I can identify several ways in which energy may be stored.

9. G6.5S.C3.PO3: I can compare the following ways in which energy may be transformed: mechanical to electrical and electrical to thermal

##### Quarter 4 Standards:
1. 6.RST.01: I can use evidence from a text to support my analysis.

2. G6.4S.C1.PO7: I can describe how the respiratory and circulatory, muscular and skeletal, and digestive and excretory systems work together to perform a vital function.

##### Yearly Standards (taught throughout the school year):
1. 6.RST.10: I can read and comprehend scientific texts.

## Sixth Grade Social Studies Standards

##### Quarter 1 Standards:
1. 6.RH.05: I can describe how a text presents information.

2. 6.RH.06: I can explain how the author uses a variety of techniques to persuade an audience.

3. G6.1SS.C1.PO2: I can interpret a graph, table, or chart that displays historical data.

4. G6.1SS.C1.PO5: I can describe the difference between a primary and secondary source.

5. G6.1SS.C1.PO8: I can describe how archeological research adds to our understanding of the past.

6. G6.1SS.C2.PO2: I can describe how hunting and gathering societies change as a result of farming.

7. G6.1SS.C10.PO2: Identify the connection between current and historical events and issues studied at this grade level using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

8. G6.2SS.C1.PO7: Analyze cause and effect relationships between and among individuals and/or historical events.

9. G6.2SS.C2.PO1: Describe the lifestyles of humans in Paleolithic and Neolithic Ages.

10. G6.2SS.C2.PO2: I can determine how farming methods, domestication of animals, division of labor, and geographic factors influenced the people of Egypt, India, Mesopotamia, or China. (Egypt)

11. G6.2SS.C2.PO2: I can determine how farming methods, the domestication of animals, the division of labor, and the geographic factors influenced the people of Egypt, India, Mesopotamia, or China. (Mesopotamia)

12. G6.2SS.C2.PO3: I can describe the importance of the following river valleys in the development of: Mesopotamia, Egypt, China, India. (Egypt)

13. G6.2SS.C2.PO3: I can describe the importance of the Tigris and Euphrates River Valley in the development of Mesopotamia, the Nile River Valley in the development of Egypt, the Huang He River Valley in the development of China, and the Indus River Valley in the  development of India. (Mesopotamia)

14. G6.2SS.C2.PO5: I can describe the religious traditions of Sumeria, India, Egypt, China, and the Middle East. (Egypt)

15. G6.2SS.C2.PO5: I can describe the religious traditions of Sumeria, India, Egypt, China, and the Middle East. (Sumeria/Mesopotamia)

16. G6.2SS.C2.PO6: I can analyze the impact of Mesopotamia, Egypt, China, or Central and South America on later civilizations. (Egypt)

17. G6.2SS.C2.PO6: I can analyze the impact of Mesopotamia, Egypt, China, or Central and South America on later civilizations. (Mesopotamia)

18. G6.2SS.C2.PO8: I can describe scientific and cultural advancements in ancient civilizations. (Mesopotamia)

19. G6.2SS.C2.PO8: I can describe scientific and cultural advancements in ancient civilizations. (Egypt)

20. G6.2SS.C2.PO9: Identify the roles and contributions of individuals in the following ancient civilizations:  a. Greece (e.g., Sophocles, Euripides, Pericles, Homer) b. Alexander the Great  c. Rome (e.g., Julius Caesar, Augustus)  d. China

21. G6.2SS.C3.PO6: Describe the trade routes that established the exchange of goods (e.g., silk, salt, spices, gold) between eastern and western civilizations during the 15th and 16th centuries.

22. G6.2SS.C9.PO1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

23. G6.2SS.C9.PO2: I can use resources to identify the connection between current and historical events.

24. G6.3SS.C4.PO1: Describe ways an individual can contribute to a school or community.

25. G6.3SS.C4.PO2: Discuss the character traits (e.g., respect, fairness, responsibility, involvement) that are important tot he preservation and improvement of constitutional democracy in the United States.

26. G6.4SS.C1.PO5: I can read thematic maps, graphs, charts, and databases that represent different world regions.

27. G6.4SS.C4.PO4: I can identify how the economic growth of civilizations were influenced by river and coastal locations.

28. G6.5SS.C1.PO1: I can identify how limited resources and unlimited human wants cause people to choose some thing and give up others.

29. G6.5SS.C1.PO2: I can determine how scarcity, opportunity costs, and trade-offs influence decision-making.

##### Quarter 2 Standards:
1. 6.RH.01: - I can use text evidence to support analysis of primary and secondary sources.

2. 6.RH.02: I can determine the main idea of a primary or secondary source and provide an unbiased, accurate summary.

3. G6.1SS.C1.PO4: Formulate questions that can be answered by historical study and research.

4. G6.2SS.C2.PO2: I can determine how farming methods, domestication of animals, division of labor, and geographic factors influenced the people of Egypt, India, Mesopotamia, or China. (China)

5. G6.2SS.C2.PO2: I can determine how farming methods, domestication of animals, division of labor, and geographic factors influenced the people of Egypt, India, Mesopotamia, or China. (India)

6. G6.2SS.C2.PO3: I can describe the importance of the following river valleys in the development of: Mesopotamia, Egypt, China, India. (China)

7. G6.2SS.C2.PO3: I can describe the importance of the following river valleys in the development of: Mesopotamia, Egypt, China, India. (India)

8. G6.2SS.C2.PO4: I can compare the forms of government of Mesopotamia, Egypt, and China.

9. G6.2SS.C2.PO5: I can describe the religious traditions of Sumeria, India, Egypt, China, and the Middle East. (China)

10. G6.2SS.C2.PO6: I can analyze the impact of Mesopotamia, Egypt, China, or Central and South America on later civilizations. (China)

11. G6.2SS.C2.PO7: I can describe the development of democratic and republican forms of government in ancient Greece and Rome.

12. G6.2SS.C2.PO8: I can describe scientific and cultural advancements in ancient civilizations. (China)

13. G6.2SS.C2.PO8: I can describe scientific and cultural advancements in ancient civilizations. (India)

14. G6.2SS.C2.PO10: Describe the transition from the Roman Empire to the Byzantine Empire:  a. decline and fall of the Roman Empire  b. Empire split in eastern and western regions  c. Capital moved to Byzantium/Constantinople d. Germanic invasions.

15. G6.2SS.C3.PO1: I can describe the characteristics of the 5 major religions.

16. G6.3SS.C3.PO2: Describe the impact of the Greek democracy on ancient Greeks and how it relates to current forms of government.

17. G6.3SS.C3.PO3: Describe the impact of the Roman republic on ancient Romans and how it relates to current forms of government.

18. G6.4SS.C2.PO4: Explain why places and regions serve as cultural symbols (e.g., Jerusalem as a sacred place for Jews, Christians, and Muslims).

19. G6.4SS.C2.PO5: Describe the physical and human characteristics of places and regions of a Middle Eastern country.

20. G6.4SS.C4.PO3: Analyze the causes and effects of settlement patterns.

##### Quarter 3 Standards:
1. 6.RH.09: I can analyze the relationship between a primary and secondary source on the same topic.

2. G6.1SS.C1.PO7: Analyze cause and effect relationships between and among individuals and/or historical events.

3. G6.2SS.C2.PO5: I can describe the religious traditions of Sumeria, India, Egypt, China, and the Middle East. (Middle East)

4. G6.2SS.C3.PO2: I can describe the Islamic influences on the development of the Medieval kingdoms of Africa, the mining of gold and salt on the development of the Medieval kingdoms of Africa, and the centers of commerce on the development of the Medieval kingdoms of Africa.

5. G6.2SS.C3.PO3: I can describe the Muslim religion of the Arab Empire, the extensive trade and banking network of the Arab Empire, the interest in science of the Arab Empire, and the Arab Empire's role in the translation and preservation of Greek and Roman Literature.

6. G6.2SS.C3.PO4: - I can describe the Catholic church's role in  the Crusades, Inquisition, education, government, and the spread to of Christianity.

7. G6.2SS.C3.PO7: - I can describe how trade routes led to the exchange of ideas between Europe, Asia, Africa, and the Middle East during the 15th & 16th centuries.

8. G6.2SS.C4.PO1: - I can describe how the rebirth of Greek and Roman ideas in Europe led to new ideas in arts and sciences which brought forth the Renaissance.

9. G6.2SS.C4.PO2: I can describe the contributions and accomplishments of Leonardo Da Vinci, Michelangelo, Gutenberg, and Martin Luther during the Renaissance and Reformation.

10. G6.4SS.C2.PO2: Describe the factors that cause regions and place to change.

11. G6.4SS.C4.PO1: Interpret the demographic structure of places and regions using a population pyramid.

12. G6.4SS.C4.PO2: Describe the environmental, economic, cultural and political effects of human migrations and cultural diffusion on places and regions.

13. G6.4SS.C5.PO1: Describe ways that human dependence on natural resources influences economic development, settlement, trade and migration.

14. G6.4SS.C5.PO4: Identify the way humans respond to/prepare for natural hazards (i.e., lightning, flash floods, dust storms, tornadoes, hurricanes, floods, and earthquakes) in order to remain safe.

15. G6.4SS.C6.PO1:Describe ways geographic features and conditions influenced settlement (e.g., near waterways, on high terrain, with adequate fresh water, on good land for farming, in temperate climates) in different periods of time, places, and regions.

16. G6.5SS.C1.PO3: Explain why specialization improves standards of living.

17. G6.5SS.C1.PO5: Explain how trade promotes economic growth throughout world regions.

##### Quarter 4 Standards:
1. G6.1SS.C2.PO1: Describe the characteristics of hunting and gathering societies in the Americas.

2. G6.1SS.C2.PO3: Describe the cultures of the Mogollon, Anasazi (Ancestral Pueblo), and Hohokam: a. location, agriculture, housing, arts, and trade networks  b. how these cultures adapted to and altered their environment.

3. G6.1SS.C2.PO4: Describe the Adena, Hopewell, and Mississippian mound-building cultures:  a. location, agriculture, housing, arts, and trade networks  b. how these cultures adapted to and altered their environment.

4. G6.1SS.C2.PO5: I can describe the location, culture and achievements of the Mayan, Aztec, and Inca civilization.

5. G6.1SS.C10.PO3: Describe how key political, social, and economic events of the late 20th century and early 21st century affected, and continue to affect the United States.

6. G6.2SS.C2.PO6: I can analyze the impact of Mesopotamia, Egypt, China, or Central and South America on later civilizations. (Central & South America)

7. G6.2SS.C3.PO5: Describe the transition from feudalism to nationalism at the end of the Middle Ages.

8. G6.2SS.C5.PO1: Describe how new ways of thinking in Europe during the Enlightenment fostered the following changes in society: a. Scientific Revolution - Copernicus, Galileo, Newton  b. Natural rights - life, liberty, property  c. Government

9. G6.3SS.C5.PO1: I can describe the structure of a theocracy, dictatorship, republic, monarchy, democracy, and an anarchy.

##### Yearly Standards (taught throughout the school year):
1. 6.RH.10: I can read and comprehend history/social studies historical text.

##### Quarter 1 Standards:
1. 6.L.01a-e: The Highly Proficient student can demonstrate strong command of the conventions of standard English grammar and usage when writing or speaking: (a) ensures that pronouns are in the proper case; (b) uses intensive pronouns; (c) recognizes and corrects inappropriate shifts in pronoun number and person; (d) recognizes and corrects vague pronouns; (e) identifies variations from standard English and uses specific strategies to significantly improve expression in conventional language.

2. 6.L.02: The Highly Proficient student can demonstrate strong and strategic command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) uses punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements; (b) spells correctly.

3. 6.L.03: The Highly Proficient student can strategically use knowledge of language and its conventions when writing, speaking, reading, or listening; (a) varying sentence patterns for meaning, interest, reader/listener interest, and style; (b) maintaining strong consistency in style and tone.

4. 6.W.01: The Highly Proficient student can write arguments to support claims with clear reasons and relevant evidence.

5. 6.W.05: The Highly Proficient student can produce clear and well- developed writing in which the development, organization, and style are appropriate to task, purpose, and audience.

##### Quarter 2 Standards:
1. 6.L.04: The Highly Proficient student can definitively determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies.

2. 6.L.05: The Highly Proficient student can demonstrate command of figurative language, word relationships, and nuances in word meanings.

3. 6.W.02: The Highly Proficient student can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

4. 6.W.05: The Highly Proficient student can produce clear and well- developed writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. 6.W.08: The Highly Proficient student can gather relevant information by conducting research, drawing on several high-quality, credible sources, using standard citation format, and avoiding plagiarism.

6. 6.W.09: The Highly Proficient student can draw evidence from literary or informational texts to support analysis, reflection, and research.

##### Quarter 3 Standards:
1. 6.W.01: The Highly Proficient student can write arguments to support claims with clear reasons and relevant evidence.

2. 6.W.04: The Highly Proficient student can produce well developed writing in which the development, organization, and style are appropriate to the task, purpose, and audience; develops and strengthens writing on an ongoing basis by planning, revising, editing, rewriting and editing for conventions.

3. 6.W.05: The Highly Proficient student can produce clear and well- developed writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. 6.W.08: The Highly Proficient student can gather relevant information by conducting research, drawing on several high-quality, credible sources, using standard citation format, and avoiding plagiarism.

##### Quarter 4 Standards:
1. 6.W.03: The Highly Proficient student can produce a clear and well developed narrative that develops real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

2. 6.W.05: The Highly Proficient student can produce clear and well- developed writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3. 6.W.06:  The Highly Proficient student can produce clear and well developed writing in which the development, organization, and style is appropriate to the task, purpose and audience; develops and strengthens writing on an ongoing basis by planning, revising, editing, rewriting, and editing for conventions; demonstrates the ability to type three or more pages in a single sitting with adequate keyboarding skills.

4. 6.W.07: The Highly Proficient student can conduct research projects to answer questions, drawing on several high quality credible sources, using standard citation format and avoiding plagiarism.

5. 6.W.08: The Highly Proficient student can gather relevant information by conducting research, drawing on several high-quality, credible sources, using standard citation format, and avoiding plagiarism.

##### Yearly Standards (taught throughout the school year):
1. 6.L.06: The Highly Proficient student can acquire and use accurately grade- appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

2. 6.W.10: The Highly Proficient student can write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Parents, these sites are free to use, or have at least some free options. Some may require creating a free account. Once you know the name of the standard your child is working on, try searching within the site for that standard.