and school
•
Discuss and describe events in the past and
present in detail by asking and answering
questions about when and where activities or
events occur and talking about the frequency
of events
•
Use time vocabulary, such as days of the week,
months of the year, and hours in a day, to
describe events
•
Restate and complete multi-step oral
directions
•
Engage in spontaneous discussions in Spanish
•
Discuss state of mind using appropriate new
and reviewed vocabulary
•
Talk about ownership
•
Use comparison vocabulary such as “always”
and “never”
•
Ask for help in a variety of situations
•
Use new vocabulary to discuss fact versus
fiction
•
Perform oral presentations such as an
expressive oral reading of Spanish poetry
Reading
•
Read or listen to a variety of grade
appropriate Spanish materials including fables
•
Read grade appropriate materials with fluency,
accuracy, and understanding
•
Preview, retell, summarize, and respond to
literary material
Writing
•
Write for a variety of purposes including
information, explanation, description, and
narration (such as, writing the rules for an
original Spanish game) with correct sentence
formation, subject-verb agreement, and use of
vocabulary
•
Complete a variety of lists and forms
•
Participate in writing a class newspaper to
share with the school and community
Connections
•
Reinforce and further their knowledge of other
disciplines through the Spanish language (e.g.,
express important dates from world history
using Spanish)
•
Acquire information and viewpoints through
Spanish resources (e.g., visit a Spanish website
of a Spanish museum to gather information for
an art project, gather information from a
Hispanic atlas, use a Spanish dictionary)
Language Use and Structure
•
Use the form and function of words in phrases
and in simple sentences to communicate
effectively
•
Observe that adding “ito” to the end of a word
creates the diminutive form
•
Observe examples of how translating word for
word can change the meaning of the text
•
Understand that interrogative adjectives in
Spanish have plural forms
•
Note that the use or omission of accent marks
can change the meaning of words
•
Discuss differences in gestures
•
Form contractions
•
Use common “-ar,” “-er,” and “-ir” forms
•
Distinguish between “donde” and “adonde”
•
Differentiate usage of definite and indefinite
articles
•
Use plural indefinite articles
•
Use adverbs correctly with a focus on adverbs
that express time
Cultural Awareness
•
Examine relationships between language and
culture (e.g., discuss the regional differences
in the Spanish language)
•
Compare their own culture and Spanish-
influenced cultures including perspectives,
practices, and products (such as researching and
comparing the differences among schools in
Latin America and North America)
•
Understand the importance of products within
a culture (e.g., discuss imports from Spanish
speaking countries to the United States, read
about crafts of the pre-Spanish cultures,
discuss products that came to the New World
from Spain)
•
Demonstrate an understanding of the role of
stereotyping in creating prejudices
105
Sixth Grade
STUDY SKILLS
Research and Resources
•
Effectively gather and use information for
research purposes
•
Separate information gathered into major
components based on appropriate criteria
•
Examine critical relationships between and
among informational elements
•
Effectively use approved search engines to
gather information
•
Use magazines, newspapers, dictionaries,
schedules, and journals to gather information
•
Make limited, but effective use of primary sources
•
Consider the importance of primary sources
from the perspective of the validity, reliability,
and consistency of the information
•
Understand the concept of a “likely informant”
for obtaining information about a specific topic
•
Take photographs or make short videos or
sketches as a way of collecting field data
•
Generate critical questions to be answered
while reading for research purposes
•
Identify and model specific devices an author
is using to persuade readers
•
Independently apply the reading process and
strategies to passages that are of moderate
length and developmentally appropriate with
regard to complexity of topic(s) and hierarchical
structure (e.g., chronology, problem/solution)
•
Understand the defining features and structure
of instructional texts, essays, historical
documents, editorials, and news stories at this
developmental level
•
Independently use the various parts of a book
(e.g., index, table of contents, glossary,
appendix) to gather information
•
Understand and apply commonly used
technical terms in informational texts
Applications
•
Use note-taking strategies when scanning
various sources of written and verbal information
(e.g., annotation, paraphrasing, summarizing)
•
Use detailed outlines as a way to organize
information
•
Use study guides to break down and
understand content of lengthy text
•
Consistently reflect on what has been learned
after reading in order to synthesize information
•
Use specific strategies to clear up confusing
parts of a text (e.g. reread the text, consult
another source, ask for help)
•
Represent abstract information (e.g., concepts,
generalizations) as explicit mental pictures used
specifically to aid in comprehension
•
Understand stories and expository texts from
the perspective of the attitudes and values of
the time period in which they were written
•
Accurately identify author’s purpose
•
Use a highlighter to track important information
•
Consistently rely on best style of personal
learning (e.g., visual, auditory, kinesthetic) to
help ensure classroom success
•
Consistently rely on structural analysis
techniques to decode unfamiliar language
Work Habits
•
Use a student planner to track assignments and
long-term projects
•
Perform daily self-checks to ensure orderliness
of assignments
•
Apply project planning skills and personal goal
setting skills
•
Consistently apply techniques for self-
correction and reflection
•
Apply time management skills and
preplanning to achieve success and meet
academic and personal goals
•
Use and adjust self-regulation techniques on a
consistent basis to maintain a consistent level of
self-control, work output, and quality of work
•
Accurately employ a classroom binder system
to manage classwork, project plans, and
extraneous paperwork
•
Control homework and long-term assignments
by employing a daily system of checks and
balances
•
Effectively use word processing tools to
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Nobel Learning Curriculum Reference Guide
