2007-08 Learner Statements—Grade 6

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Language Arts State Goal 1:
Read with understanding and fluency.
State Standards
	A.		Apply word analysis and vocabulary skills to comprehend selections.
	B.		Apply reading strategies to improve understanding and fluency.
	C.		Comprehend a broad range of reading materials.

Learner Statements
	1.A.		Use strategies to define and extend understanding of word meaning (e.g., note vocabulary and extend ideas beyond text, interpret figurative language, distinguish shades of meaning)
	2.A.		Use knowledge of word origins and derivations to determine the meaning of unfamiliar words (e.g., content specific words, such as mathematical, scientific, political, or literary terms)
	3.A.		Use a variety of strategies to recognize new words
	4.A.		Use glossary, dictionary, and thesaurus to clarify and extend word meaning
	5.B.		Preview reading materials, make predictions, and relate reading to information from other sources
	6.B.		Read aloud instructional-level material fluently (rate, rhythm, accuracy, and flow)
	7.B.		Set, monitor, and accomplish quantitative (books per month) and qualitative (fiction, nonfiction) reading goals
	8.C.		Use cognitive strategies to understand a variety of literary and informational texts (e.g., activate and build schema, question, infer, create visual and sensory images, determine important ideas and themes, synthesize, utilize fix-up strategies)
	9.C.		Use information organizing strategies (e.g., visual representations, outlines, notes, summaries, drawings)
	10.C.		Use information to form, explain, and support questions and predictions
	11.C.		Compare, contrast, and evaluate ideas and information from various sources and genres (e.g., textbooks, biographical sketches, letters, diaries, news stories, classic and contemporary fiction)
	12.C.		Interpret tables that display textual information and data in visual formats

Language Arts State Goal 2:
Read and understand literature representative of various societies, eras, and ideas.
State Standards
	A.		Understand how literary elements and techniques are used to convey meaning.
	B.		Read and interpret a variety of literary works.

Learner Statements
	1.A.		Understand rising action, climax, and falling action in a story
	2.A.		Understand first- and third-person point of view
	3.A.		Understand how plot and character (e.g., character traits, motivations, changes, stereotypes) are developed in literary texts
	4.B.		Understand the relationship between the structure and purpose of a text (e.g., expository to inform, narrative to entertain)
	5.B.		Relate literary works and their characters, settings, and plots to current and historical events, people, and perspectives
	6.B.		Read and respond to a variety of classic and contemporary literary texts (e.g., realistic fiction, fantasy, historical fiction, biography, nonfiction, poetry)

Language Arts State Goal 3:
Write to communicate for a variety of purposes.
State Standards
	A.		Use correct grammar, spelling, punctuation, capitalization, and structure.
	B.		Compose well-organized and coherent writing for specific purposes and audiences.
	C.		Communicate ideas in writing to accomplish a variety of purposes.

Learner Statements
	1.A.		Use complete sentences and effective paragraphs in writing
	2.A.		Use rules of capitalization in writing (e.g., capitalize titles such as names of books, stories, magazines, and newspapers)
	3.A.		Use rules of punctuation in writing (e.g., use commas after introductory phrases; use colons in formal letter salutations)
	4.A.		Use a variety of nouns, verbs, and adverbs in writing
	5.A.		Know common errors in usage (e.g., noun-verb agreement, proper form of pronouns, use of double negatives, run-ons, fragments)
	6.B.		Use transition words and phrases to connect ideas
	7.B.		Use a variety of prewriting strategies to generate and organize ideas (e.g., make outlines, use published pieces as writing models, brainstorm)
	8.B.		Use strategies to draft, revise, and edit writing (e.g., use an organizational scheme; rethink and rewrite for different audiences and purposes; select vocabulary and information that enhance the central idea, tone, and voice; analyze and clarify meaning; check for errors in language and grammar)
	9.B.		Produce writing that conveys a clear understanding of ideas and information and display focus, organization, elaboration, and coherence
	10.B.		Identify strengths and weaknesses in own writing
	11.C.		Use narrative, informative, and persuasive writings (e.g., journals, letters, editorials, reviews, poems, narratives, reports, instructions, descriptions) appropriate to a specified audience and purpose

Language Arts State Goal 4:
Listen and speak effectively in a variety of situations.
State Standards
	A.		Listen effectively in formal and informal situations.
	B.		Speak effectively using language appropriate to the situation and audience.

Learner Statements
	1.A.		Understand ways in which language differs across a variety of social situations (e.g., formal and informal contexts)
	2.A.		Restate and carry out multistep oral instructions
	3.A.		Summarize and paraphrase formal and informal spoken messages
	4.A.		Listen for specific purposes
	5.A.		Understand strategies used by speakers in oral presentations (e.g., persuasive techniques, the use of fact and opinion)
	6.B.		Serve in a variety of roles during small group discussions (e.g., discussion leader, active listener, contributor, facilitator)
	7.B.		Speak for a specific purpose using correct grammar (e.g., narrative presentations, informative presentations, oral responses to literature, persuasive presentations)

Language Arts State Goal 5:
Use the language arts to acquire, assess and communicate information.
State Standards
	A.		Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
	B.		Analyze and evaluate information acquired from various sources.
	C.		Apply acquired information, concepts and ideas to communicate in a variety of formats.

Learner Statements
	1.A.		Use multiple representations of information (e.g., maps, charts, photos) to find information for research topics
	2.A.		Use a range of texts to gather information for research projects (e.g., encyclopedias, trade books, magazines, journals, electronic media, newspapers, almanacs, globes)
	3.A.		Select resources according to the task to be performed (e.g., atlas, map, dictionary, encyclopedia, brochure)
	4.B.		Understand the point of view in persuasive text
	5.C.		Use information from a variety of texts to prove a point
	6.C.		Synthesize information from a variety of sources

Mathematics State Goal 6:
Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
State Standards
	A.		Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.
	B.		Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.
	C.		Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
	D.		Solve problems using comparison of quantities, ratios, proportions, and percents.

Learner Statements
	1.A.		Compare and order fractions, decimals, and percents on a number line
	2.A.		Use percents greater than 100
	3.A.		Use integers and compare them (using a number line, temperature, and profit/loss)
	4.B.		Divide whole numbers with decimals (with or without the use of a calculator)
	5.B.		Multiply and divide whole numbers and decimals by powers of ten
	6.B.		Add, subtract, multiply, and divide using fractions
	7.B.		Use the inverse relationships of addition to subtraction, and multiplication to division to solve problems
	8.C.		Use mental math to solve multistep real-world problems
	9.C.		Use mental math to solve problems involving fractions, decimals, and percent
	10.C.		Estimate quantities less than one
	11.C.		Use calculators efficiently and creatively to solve problems
	12.D.		Use rates and ratios to solve problems involving percents, discounts, and sales tax
	13.D.		Use fractions to represent ratios and scale drawings

Mathematics State Goal 7:
Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
State Standards
	A.		Measure and compare quantities using appropriate units, instruments and methods.
	B.		Estimate measurements and determine acceptable levels of accuracy.
	C.		Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings.

Learner Statements
	1.A.		Select and apply techniques and tools to accurately find length to the nearest 1/8 and 1/16 inch.
	2.A.		Select and apply techniques and tools to accurately find the measurement of an angle to the nearest degree
	3.A.		Check to make sure the measurement is reasonable
	4.C.		Use formulas to calculate perimeter and area of trapezoids
	5.C.		Use formulas to calculate circumference and area of circles
	6.C.		Use a variety of strategies to solve problems involving surface area, volume, area, and perimeter (i.e., manipulatives, models, or formulas)

Mathematics State Goal 8:
Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.
State Standards
	A.		Describe numerical relationships using variables and patterns.
	B.		Interpret and describe numerical relationships using tables, graphs and symbols.
	C.		Solve problems using systems of numbers and their properties.
	D.		Use algebraic concepts and procedures to represent and solve problems.

Learner Statements
	1.C.		Use scientific notation to rewrite values and solve problems
	2.D.		Solve problems using equations (proportions, n/4 = 8/32 or formulas, l x w = Area) and inequalities (x < 2)
	3.D.		Represent a word problem using variables in equations
	4.D.		Use powers and multiples of ten to solve problems

Mathematics State Goal 9:
Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes, and space.
State Standards
	A.		Demonstrate and apply geometric concepts involving points, lines, planes and space.
	B.		Identify, describe, classify and compare relationships using points, lines, planes and solids.
	C.		Construct convincing arguments and proofs to solve problems.
	D.		Use trigonometric ratios and circular functions to solve problems.

Learner Statements
	1.A.		Identify and perform the various transformations (reflection, translation, rotation) of a given figure on a coordinate plane
	2.A.		Construct geometric objects with specified properties such as side lengths or angle measures using straight edges, compasses, and/or protractors
	3.B.		Describe complementary and supplementary angles
	4.B.		Analyze relationships among two-dimensional geometric figures (e.g., the diagonal of a rectangle divides the rectangle into two congruent triangles each having one-half the area of the rectangle)
	5.B.		Describe the attributes and properties of three-dimensional figures (including rectangular solids and cylinders)
	6.B.		Use the coordinate system to represent and examine the properties of geometric shapes

Mathematics State Goal 10:
Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.
State Standards
	A.		Organize, describe and make predictions from existing data.
	B.		Formulate questions, design data collection methods, gather and analyze data and communicate findings.
	C.		Determine, describe and apply the probabilities of events.

Learner Statements
	1.A.		Compare mean, median, mode, and range
	2.A.		Choose appropriate titles, scales, labels, keys, and intervals for displaying data in line and bar graphs
	3.B.		Draw conclusions and make inferences about a population based on data from two or more samples
	4.C.		Calculate probability of complex events in fractions (ratios), decimals, and percents (probability of rolling an even number on a cube/die or drawing a nine from a deck of cards)
	5.C.		Compare the relationship between actual outcomes (experimental probability) and expected outcomes (theoretical probability)

Science State Goal 11:
Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.
State Standards
	A.		Know and apply the concepts, principles, and processes of scientific inquiry.
	B.		Know and apply the concepts, principles, and processes of technological design.

Learner Statements
	1.A.		Understand the scientific method and its application in problem solving
	2.A.		Formulate hypotheses that address specific questions and can be tested by collecting data
	3.A.		Collect accurate data using appropriate observation, measurement, and estimation techniques and identify significance and relevance of resulting data
	4.A.		Work to ensure a safe environment following safety procedures at all times

Science State Goal 12:
Understand the fundamental concepts, principles and interconnections of the life, physical, and earth/space sciences.
State Standards
	A.		Know and apply concepts that explain how living things function, adapt and change.
	B.		Know and apply concepts that describe how living things interact with each other and with their environment.
	C.		Know and apply concepts that describe properties of matter and energy and the interactions between them.
	D.		Know and apply concepts that describe force and motion and the principles that explain them.
	E.		Know and apply concepts that describe the features and processes of the earth and its resources.
	F.		Know and apply the concepts that explain the composition and structure of the universe and Earth's place in it.

Learner Statements
	1.C.		Understand the basic properties of light (reflection, refraction, absorption; the general concept of the speed of light)
	2.C.		Know the basic forms of energy (e.g., light, heat, sound, electrical, mechanical)
	3.C.		Know that the mass of a material remains constant whether it is together, in parts, or in a different state
	4.D.		Understand the general concepts related to gravitational force (e.g., the gravitational pull on objects depends on their mass and their distance from other objects)
	5.E.		Know that the earth is comprised of layers including a core, mantle, lithosphere, hydrosphere, and atmosphere
	6.E.		Know that the earth's crust is divided into plates that move at extremely slow rates in response to movements in the mantle
	7.E.		Know how land forms are created through a combination of constructive and destructive forces (e.g., constructive forces such as crystal deformation, volcanic eruptions, and deposition of sediment; destructive forces such as weathering and erosion)
	8.E.		Understand the processes involved in the rock cycle (e.g., weathering, formation of sedimentary rocks and fossils, folding and uplifting layers, formation of new rocks and how they affect geological evidence of the earth's age, history, and changing life forms)
	9.E.		Know the large-scale dynamic forces, events, and processes that affect the earth's land, water, and atmospheric systems (e.g., plate tectonics, erosion)
	10.E.		Know how the tilt of the earth's axis and the earth's revolution around the sun affect weather patterns and seasons
	11.E.		Know that the earth is the only body in our solar system that appears able to support life and the planet earth and our solar system appear to be somewhat unique, although similar systems might yet be discovered in the universe
	12.E.		Know components of soil and other factors that influence soil, texture, fertility, and resistance to erosion
	13.F.		Know how the regular and predictable motions of the sun and moon explain phenomena on earth (tides, eclipses, shadows)
	14.F.		Know the organization and physical characteristics of the solar system (meteors, asteroids, comets)
	15.F.		Know characteristics of the sun and other objects in the Milky Way (nebulae, dust clouds, black holes)
	16.F.		Know that billions of galaxies exist in the universe and that incomprehensible distances separate these galaxies and stars from one another and from the earth

Science State Goal 13:
Understand the relationships among science, technology and society in historical and contemporary contexts.
State Standards
	A.		Know and apply the accepted practices of science.
	B.		Know and apply concepts that describe the interaction between science, technology and society.

Learner Statements
	1.B.		Identify important contributions to science and technology that have been made by individuals and groups from various cultures

Social Science State Goal 14:
Understand political systems, with an emphasis on the United States.
State Standards
	A.		Understand and explain basic principles of the United States government.
	B.		Understand the structures and functions of the political systems of Illinois, the United States and other nations.
	C.		Understand election processes and responsibilities of citizens.
	D.		Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.
	E.		Understand United States foreign policy as it relates to other nations and international issues.
	F.		Understand the development of United States political ideas and traditions.

Learner Statements
	1.F.		Know that civic life, politics, and government were present in early civilizations
	2.F.		Know the laws that governed early civilizations (e.g., Hammurabi's Code, Ten Commandments)
	3.F.		Know the fundamental concepts of American government that began in ancient civilizations (e.g., republic, representative, senate, veto)

Social Science State Goal 15:
Understand economic systems, with an emphasis on the United States.
State Standards
	A.		Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.
	B.		Understand that scarcity necessitates choices by consumers.
	C.		Understand that scarcity necessitates choices by producers.
	D.		Understand trade as an exchange of goods or services.
	E.		Understand the impact of government policies and decisions on production and consumption in the economy.

Learner Statements
	1.A.		Understand the role of science and technology in the development of ancient world economies
	2.D.		Understand the role of trade, imports, and exports in developing and maintaining ancient world economies
	3.E.		Understand the role that ancient governments played in shaping and influencing the economies of that time

Social Science State Goal 16:
Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
State Standards
	A.		Apply the skills of historical analysis and interpretation.
	B.		Understand the development of significant political events.
	C.		Understand the development of significant political events.
	D.		Understand Illinois, United States and world social history.
	E.		Understand Illinois, United States and world environmental history

Learner Statements
	1.B.		Know the major social, political, and cultural characteristics of ancient civilization (e.g., democratic government, class structures, art, architecture, literature, and development of nation-states in Europe)
	2.B.		Understand the historical development of monarchies, oligarchies, and city-states in ancient civilizations
	3.B.		Know how the major world events that occurred in the non-Western world differed from those in Greece and Rome (e.g., rise of the Islamic empire, rise and decline of the T'ang dynasty, establishment of the kingdom of Ghana)
	4.D.		Know ways in which the social roles of men, women, children, and families were similar and different among ancient civilizations
	5.E.		Understand the social and cultural characteristics of hunter-gather communities during the "Stone Age" (e.g., similarities and differences between communities in Africa, Eurasia, and the Americas)
	6.E.		Understand how expanded European and Asian contact from 1000 BCE - 1500 CE affected the environment of both continents
	7.E.		Understand how the natural environments of the Tigris-Euphrates, Nile, and Indus River Valleys influenced and supported the early development of civilization

Social Science State Goal 17:
Understand world geography and the effects of geography on society, with an emphasis on the United States.
State Standards
	A.		Locate, describe and explain places, regions and features on the earth.
	B.		Analyze and explain characteristics and interactions of the earth's physical systems.
	C.		Understand relationships between geographic factors and society.
	D.		Understand the historical significance of geography

Learner Statements
	1.A.		Know how people use geographical markers and boundaries to analyze and navigate the earth (e.g., hemispheres, meridians, continents, bodies of water)
	2.A.		Use longitude and latitude to locate ancient civilizations on a map
	3.D.		Know the impact of geography on the development and settlement patterns of ancient civilizations (e.g., proximity to fertile flood plains, trading routes, major ports, economic centers)
	4.D.		Understand the relationships among location of resources, population distribution, and economic activities (e.g., transportation, trade, communications) of ancient civilizations
	5.D.		Know the natural resources of ancient civilizations and their relative significance to the people of that time

Social Science State Goal 18:
Understand social systems, with an emphasis on the United States.
State Standards
	A.		Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
	B.		Understand the roles and interactions of individuals and groups in society.
	C.		Understand how social systems form and develop over time.

Learner Statements
	1.A.		Know how the culture of ancient civilizations was expressed through literature, art, music, and architecture
	2.A.		Understand how short stories, novels, and music illustrate the cultural differences and conflicts in the ancient world
	3.C.		Understand the relationship between different cultural perspectives and an individual's social role will influence the development of a social system

Physical Development State Goal 19:
Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity.
State Standards
	A.		Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.
	B.		Analyze various movement concepts and applications.
	C.		Demonstrate knowledge of rules, safety and strategies during physical activity.

Learner Statements
	1.A.		Demonstrate knowledge of basic skills in four team sports and two individual sports
	2.C.		Demonstrate competency in strategy, rules, and skills of four team sports and two individual sports
	3.C.		Demonstrate safety procedures appropriate to level

Physical Development State Goal 20:
Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
State Standards
	A.		Know and apply the principles and components of health-related fitness.
	B.		Assess individual fitness levels.
	C.		Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

Learner Statements
	1.A.		Demonstrate the ability to sustain rhythmic aerobic activity for 15 minutes
	2.A.		Identify exercises related to different areas of health-related fitness
	3.B.		Demonstrate competency in finding resting and working heart rate, and calculate target or training heart rate
	4.C.		Participate in physical fitness testing twice a year and score in the acceptable range

Physical Development State Goal 21:
Develop team-building skills by working with others through physical activity.
State Standards
	A.		Demonstrate individual responsibility during group physical activities.
	B.		Demonstrate cooperative skills during structured group physical activity.

Learner Statements
	1.B.		Demonstrate competency in teamwork, cooperation, and sportsmanship through game play

Health State Goal 22:
Understand principles of health promotion and the prevention and treatment of illness and injury.
State Standards
	A.		Explain the basic principles of health promotion, illness prevention and safety.
	B.		Describe and explain the factors that influence health among individuals, groups and communities.
	C.		Explain how the environment can affect health.

Learner Statements
	1.A.		Know different positive and negative dietary and exercise habits
	2.A.		Know basic first-aid and emergency procedures
	3.B.		Know that individuals and groups assume roles (role model, mentor, authority, peer) that can affect individual and community health-related decisions
	4.A.		Know principles of food safety associated with food storage and preparation (washing hands before preparing food, techniques to rid meat of bacteria)

Health State Goal 23:
Understand human body systems and factors that influence growth and development.
State Standards
	A.		Describe and explain the structure and functions of the human body systems and how they interrelate
	B.		Explain the effects of health-related actions on the body systems.
	C.		Describe the factors that affect growth and development.

Learner Statements
	1.A.		Know structure and correct names of male and female reproductive organs
	2.C.		Understand the interrelatedness of physical, social, and mental factors, especially during preadolescence
	3.A.		Know that nutrients and hormones affect behavior of organs and systems

Health State Goal 24:
Promote and enhance health and well-being through the use of effective communication and decision-making skills.
State Standards
	A.		Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict
	B.		Apply decision-making skills related to the protection and promotion of individual health
	C.		Demonstrate skills essential to enhancing health and avoiding dangerous situations

Learner Statements
	1.A.		Know potential causes for conflict and violence in schools, families, and communities
	2.A.		Know methods of addressing interpersonal differences and conflicts without violence
	3.A.		Know healthy ways to express emotions, such as grief and love
	4.C.		Understand that peers can help each other avoid and cope with potentially dangerous situations
	5.B.		Understand the effects that advertising, media, and peer pressure have on decision-making

Fine Arts State Goal 25:
Know the language of the arts.
State Standards
	A.		Understand the sensory elements, organizational principles and expressive qualities of the arts.
	B.		Understand the similarities, distinctions and connections in and among the arts.

Learner Statements
MUSIC
	1.A.		Identify major and minor scales
	2.B.		Know and practice good vocal technique including posture, breath support, diction, and phonation
	3.A-B.		Identify various keyboard