Sixth Grade Learning Target Examples
Reading
 I can analyze text to cite textual evidence which is explicitly stated; this means I
can break down the text to find/write proof. ACS
 I can distinguish between textual facts and opinions. ACS
 I can identify details or examples in a text where the author develops the point of
view of the narrator or the speaker. ACS
 I can compare and contrast how similar themes are developed in two passages.
ACS
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I can recognize the textual evidence that supports inferences drawn from the
text. ACS
I can provide a non-biased summary based on the text. This means my summary
is free of my personal opinion. ACS
I can determine [informational] text structures (e.g., chronology, comparison,
cause-effect, problem-solution). ACS
I can integrate information taken from various media, formats or texts. ACS
I can identify the argument in a text. ACS
I can define a claim. ACS
Defend predictions…, citing passages from the text. FWS
Describe how a character changes over time and how their actions may
contribute to the problem. FWS
Identify the most important conclusion that may be drawn from the text. FWS
Verify facts by checking sources. FWS
Determine an author’s point of view or purpose and explain how it is conveyed in
text. KCC
Describe how a plot unfolds in a series of episodes. KDE
Interpret the meaning of words and phrases, including figurative meanings, as
they are used in a text. KDE
Identify tone in a text. KDE
Distinguish between supported and unsupported claims. KDE
Writing
 I can analyze the impact of word choice on tone. ACS
 Constructs an introduction using varying approaches (question,
statistics/interesting facts, brief history). FWS
 Use transitions to link ideas, events, reasons, facts, and opinions. FWS
 Applies conventional forms for citations. FWS
 Use punctuation to set off nonrestrictive/parenthetical elements. HSD
 Maintain consistency in style and tone. HSD
 Engage and orient the reader by establishing a context and introducing a narrator
and /or characters. HSD
 Provide a conclusion that follows from the narrative experiences or events. HSD
 Establish and maintain a formal style. KCC
 Evaluate credibility of sources used. KDE
Math
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I can write ratios using correct order. ACS
I can simplify ratios. ACS
I can explain that all ratios relate two quantities in a multiplicative relationship. ACS
I can identify missing values in a table of equivalent ratios. ACS
I can interpret quotient of fractions. ACS
I can identify the factors of two whole numbers less than or equal 100 and
determine the Greatest Common Factor. ACS
I can identify which quadrant an ordered pair is located based on the coordinate.
ACS
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I can recognize that the opposite of the opposite of a number is the number itself.
ACS
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I can recognize that when two ordered pairs differ only by signs, the locations of
the point are related by reflections across both axes. ACS
I can identify absolute value of rational numbers. ACS
I can distinguish comparisons of absolute value from statements about order and
apply to real world contexts. ACS
I can write numerical expressions involving whole number exponents. ACS
I can identify parts of an expression using mathematical terms (sum, term,
produce, factor, quotient, coefficient). ACS
I can translate written phrases into algebraic expressions. ACS
I can define inverse operation. ACS
I can identify the constraint or condition in a real-world or mathematical problem
in order to set up an inequality. ACS
I can define independent and dependent variables. ACS
I can compare the area of a triangle to the area of the composted rectangle. ACS
I can explain how to calculate the volume of a right rectangular prism. ACS
I can draw polygons in the coordinate plane. ACS
I can recognize a statistical question. ACS
I can recognize measures of central tendency for a data set summarizes the data
with a single number. ACS
I can identify unit rate. CRD
I can use the distributive property to factor out the greatest common factor from
an addition expression with whole numbers. CRD
I can understand absolute value as a distance from zero in real-world situations.
CRD
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I can identify the parts of an expression and explain that a quantity (parenthesis)
is both a number it itself or two numbers with an operation. CRD
I can write a statistical question that has more than one right answer. CRD
I can describe how data was collected and in what unit of measure. CRD
Accurately multiply non-negative decimals by decimals. EUP
Apply associative property to evaluate mathematical expressioins. EUP
Solve single-step word problems involving rates. EUP
Determine the experimental probability of a simple event. EUP
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Identify relevant, missing, and extraneous information related to the solution of a
problem. EUP
Order and compare fractions. KCC
Calculate missing angles. KCC
Science
 Identify the Sun as an average sized star which provides energy for Earth. CRD
 Explain how the force of gravity affects objects in the solar system. CRD
 Explain how data is collected through remote sensing. CRD
 Define and give examples of chemical change. CRD
 Explain the difference between renewable and non-renewable resources and
give examples. CRD
 Explain the difference between qualitative and quantitative data. CRD
 Identify the control in a scientific experiment. CRD
 Identify problems that damage the circulatory system. CRD
 Classify producers, consumer, an decomposers based on their source of food.
EUP
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Explain how two populations of organisms can be mutually beneficial and how
that can lead to interdependency. EUP
Draw conclusions from sets of data from multiple trails of the scientific
investigation. EUP
Describe how soil is a mixture, made up of weather-eroded rock, decomposed
organic material, water, and air. EUP
Compare and contrast different soil samples based on particle size and texture.
FWS
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Explain plate tectonic movement and the lithospheric plates move centimeters
each year. EUP
Describe layers of the earth as lithosphere (crust and upper mantle), convection
mantle, and a dense metallyic core. EUP
Evaluate the strengths and weaknesses of claims, arguments, and data
regarding plate tectonics and the evidence provided by fossils. EUP
Recognize that atoms of a given element are all alike but atoms of other
elements have different atomic structures. HSD
Use solubility differences to identify components of a mixture. HSD
Analyze climate data to draw conclusions and make predictions. HSD
Summarize the causes and effects of pollution on people and the environment.
HSD
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Differentiate between objects in the universe. HSD
Identify and demonstrate proper use of the microscope. KCC
Explain the parts and functions of cells. KCC
Identify the structure of an atom. KCC
Apply the principles of density. KCC
Social Studies
 Explain how technology impacts culture. CRD
 I can describe ways that people made and used calendars in the past. EUP
 I can give reasons why historians use many different resources to study the past.
EUP
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I can explain the lives of hunter-gather societies in the earliest eras of human
history. EUP
I can explain the importance of the Agricultural Revolution. EUP
I can describe the similarities an differences between the major early civilizations
of Latin America (Mayans, Incas, and Aztecs). EUP
I can identify the central issues of democracy and dictatorships, and explain the
contrasting ideas of both. EUP
I can interpret graphs that display information about imports and exports in the
Western Hemisphere and how the countries depend on each other. EUP
I can explain the difference between a traditional, command, and market
economic system. EUP
Explain the fundamental principles that shape a variety of forms of government.
FWS
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Explain and analyze the concepts of separation of power and checks and
balances among the three branches of… government. HSD
Assess and describe how governments and people prepare for natural disasters.
HSD
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Demonstrate understanding of absolute location. KCC
Identify how early humans adapted to their new environments.
Sources
 ACS: Anderson County Schools, Lawrenceburg, Kentucky
 CCS: Cleveland County Schools, Shelby, North Carolina
 CRD: Cedar Rapids Community School District, Cedar Rapids, Iowa
 EUP: Eastern Upper Peninsula ISD, Sault Ste. Marie, Michigan
 FWS: Federal Way Public Schools, Federal Way, Washington
 HSD: Holmes County School District, Lexington, Mississippi
 KCC: Kildeer Countryside School District 96, Buffalo Grove, Illinois
 KDE: Kentucky Department of Education
KCC