The East Marshall Middle School has prioritized the 6th grade level Iowa Core standards for Reading, Writing, Math, Science, and Social Studies. These priority standards are listed below.

READING

6th Grade Reading – Priority Standards
Standard Number Description

RL.6.1

 Cite textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.

RL.6.2

 Determine a theme or central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgments.

RL.6.3

 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as

how the characters respond or change as the plot moves toward a resolution.

RL.6.4

 Determine the meaning of words and phrases as they are used in a text, including figurative

and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5

 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a

text and contributes to the development of the theme, setting, or plot.

RL.6.6

 Explain how an author develops the point of view (perspective) of the narrator or speaker

in a text.

RL.6.10

 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. Read on-level text, both silently and orally, at an appropriate rate with

accuracy and fluency to support comprehension.
Resources:

Lucy Calkins Units of Study 

 

WRITING

6th Grade Writing – Priority Standards
Standard Number Description

W.6.1

 Write arguments to support claims with clear reasons and relevant evidence.

W.6.2

 Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the selection, organization, and analysis of relevant content.

W.6.3

 Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive 

W.6.4

 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade–specific expectations for writing types

are defined in standards 1–3 above.)

W.6.5

 With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for

conventions should demonstrate command of Language standards 1–3 up to and including

grade 6.)

W.6.7

 Conduct short research projects to answer a question, drawing on several sources and

refocusing the inquiry when appropriate.

W.6.8

 Gather relevant information from multiple print and digital sources; assess the credibility of

each source; and quote or paraphrase the data and conclusions of others while avoiding

plagiarism and providing basic bibliographic information for sources.

W.6.9 b

 Draw evidence from literary or informational texts to support analysis, reflection, and research.

       B. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the

argument and specific claims in a text, distinguishing claims that are supported by reasons

and evidence from claims that are not”).

W.6.10

 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.
Resources:

Lucy Calkins Units of Study

MATH

6th Grade Math – Priority Standards
Standard Number Description

6.G.A.1

 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by

composing into rectangles or decomposing into triangles and other shapes; apply these

techniques in the context of solving real–world and mathematical problems.

6.G.A.2

 Find the volume of a right rectangular prism with fractional edge lengths by packing it with

unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the

same as would be found by multiplying the edge lengths of the prism. Apply the formulas

V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths

in the context of solving real–world and mathematical problems.

6.RP.A.1

 Understand the concept of a ratio and use ratio language to describe a ratio relationship

between two quantities. For example, “The ratio of wings to beaks in the bird house at the

zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received,

candidate C received nearly three votes.”

6.RP.A.2

 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate

language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups

of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for

15 hamburgers, which is a rate of $5 per hamburger.”

6.RP.A.3

 Use ratio and rate reasoning to solve real–world and mathematical problems, e.g., by

reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams,

or equations.

6.RP.A.3.c

 Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times

the quantity); solve problems involving finding the whole, given the part and the percent.

6.NS.A.1

 Interpret and compute quotients of fractions, and solve word problems involving division

of fractions by fractions, e.g., by using visual fraction models and equations to represent the

problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model

to show the quotient; use the relationship between multiplication and division to explain that

(2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much

chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many

3/4–cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with

length 3/4 mi and area 1/2 square mi?

6.NS.B.2

 Fluently divide multi–digit numbers using the standard algorithm.

6.NS.B.3

 Fluently add, subtract, multiply, and divide multi–digit decimals using the standard algorithm

for each operation.

6.EE.B.5

 Understand solving an equation or inequality as a process of answering a question: which

values from a specified set, if any, make the equation or inequality true? Use substitution to

determine whether a given number in a specified set makes an equation or inequality true.

6.EE.B.6

 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.

6.EE.C.9

 Use variables to represent two quantities in a real–world problem that change in relationship

to one another; write an equation to express one quantity, thought of as the dependent

variable, in terms of the other quantity, thought of as the independent variable. Analyze the

relationship between the dependent and independent variables using graphs and tables,

and relate these to the equation. For example, in a problem involving motion at constant

speed, list and graph ordered pairs of distances and times, and write the equation d = 65t

to represent the relationship between distance and time.

6.NS.C.5

 Understand that positive and negative numbers are used together to describe quantities

having opposite directions or values (e.g., temperature above/below zero, elevation

above/below sea level, credits/debits, positive/negative electric charge); use positive and

negative numbers to represent quantities in real–world contexts, explaining the meaning of 0

in each situation.

6.NS.C.6

 Understand a rational number as a point on the number line. Extend number line diagrams

and coordinate axes familiar from previous grades to represent points on the line and in the

plane with negative number coordinates.

6.SP.A.1

 Recognize a statistical question as one that anticipates variability in the data related to the

question and accounts for it in the answers. For example, “How old am I?” is not a statistical

question, but “How old are the students in my school?” is a statistical question because one

anticipates variability in students’ ages.

6.SP.A.2

 Understand that a set of data collected to answer a statistical question has a distribution

which can be described by its center, spread, and overall shape.

6.SP.A.3

 Recognize that a measure of center for a numerical data set summarizes all of its values

with a single number, while a measure of variation describes how its values vary with a

single number.
Resources:

Illustrative Math – Open Up Resources

 

SCIENCE

6th Grade Science – Priority Standards
Standard Number Description

MS-LS1-1

 Conduct an investigation to provide evidence that living things are made of cells; either one

cell or many different numbers and types of cells.

MS-LS1-3

 Use arguments supported by evidence for how the body is a system of interacting

subsystems composed of groups of cells.

MS-ETS1-1

 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.

MS-ETS1-4

 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. 

MS-PS1-1

 Develop models to describe the atomic composition of simple molecules and extended

structures.

MS-PS1-5

 Develop and use a model to describe how the total number of atoms does not change in a

chemical reaction and thus mass is conserved.

MS-PS1-6

 Undertake a design project to construct, test, and modify a device that either releases or

absorbs thermal energy by chemical processes.

MS-ESS3-1

 Construct a scientific explanation based on evidence for how the uneven distributions of

Earth’s mineral, energy, and groundwater resources are the result of past and current

geoscience processes.

MS-ESS3-2

 Analyze and interpret data on natural hazards to forecast future catastrophic events and

inform the development of technologies to mitigate their effects.

MS-ESS2-1

 Develop a model to describe the cycling of Earth’s materials and the flow of energy that

drives this process.
Resources: 

 

 

SOCIAL STUDIES

6th Grade Social Studies – Priority Standards
Standard Number Description

Resources: