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Sixth Grade

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Please Read this entire description prior to purchasing!𝐒𝐕𝐆, 𝐏𝐍𝐆 𝐅𝐢𝐥𝐞𝐬 𝐚𝐫𝐞 𝐢𝐧𝐜𝐥𝐮𝐝𝐞𝐝 𝐢𝐧 𝐚 𝐳𝐢𝐩 𝐟𝐢𝐥𝐞 𝐟𝐨𝐫 𝐭𝐡𝐢𝐬 𝐃𝐈𝐆𝐈𝐓𝐀𝐋 𝐃𝐨𝐰𝐧𝐥𝐨𝐚𝐝.( 𝐏𝐥𝐞𝐚𝐬𝐞 𝐜𝐨𝐧𝐭𝐚𝐜𝐭 𝐭𝐨 𝐮𝐬 𝐯𝐢𝐚 𝐢𝐧𝐛𝐨𝐱 𝐨𝐫 𝐞𝐦𝐚𝐢𝐥 𝐜𝐨𝐧𝐭𝐚𝐜𝐭.𝐩𝐫𝐢𝐧𝐭𝐯𝐞𝐜𝐭𝐨𝐫𝐬@𝐠𝐦𝐚𝐢𝐥.𝐜𝐨𝐦 𝐢𝐟 𝐲𝐨𝐮 𝐧𝐞𝐞𝐝 𝐉𝐏𝐆, 𝐃𝐗𝐅 𝐚𝐧𝐝 𝐄𝐏𝐒 𝐅𝐢𝐥𝐞𝐬)These files are perfect for cutting machines such as Cricut and Silhouette. They can be used to make shirts, mugs, decals and more. The colors and sizes can be changed within your Cricut, etc App. Some need to be welded / attached prior to cutting. Please note: due to different file conversions- some details in the image may be slightly different or lost. However, it doesn’t effect the overall quality of the image.You may use this item to produce physical products for both personal and business use. You may not alter, share or resell the digital file.Please Note: Due to the digital nature of this product- absolutely NO refunds will be given. No physical item will be shipped- files are DIGITAL Downloads.Please let me know if you have any questions.

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What Your Sixth Grader Needs to Know: Fundamentals of a Good Sixth-Grade Education, Revised Edition - Paperback

What should your child learn in the sixth grade? How can you help him or her at home? This book answers these important questions and more, offering the specific shared knowledge that thousands of parents and teachers across the nation have agreed upon for American sixth graders. Featuring sixteen pages of full-color illustrations, a bolder, easier-to-follow format, and a thoroughly updated curriculum, What Your Sixth Grader Needs to Know, Revised Edition, is designed for parents and teachers to enjoy with children. Hundreds of thousands of children have benefited from the Core Knowledge Series. This revised edition gives a new generation of sixth graders the advantage they need to make progress in school today, and to establish an approach to learning that will last a lifetime. Discover:• Favorite Poems—old and new, from Edgar Allan Poe’s classic “The Raven” to Maya Angelou’s “Woman Work”• Literature—from around the world, including Homer’s epics the Iliad and the Odyssey, Shakespeare’s Julius Caesar, and Mark Twain’s The Prince and the Pauper• Learning About Language—he rules of written English, including the four kinds of sentences, common English sayings and phrases, plus an introduction to Greek and Latin roots• History and Geography—world history from ancient Greece and the fall of the Roman Empire to the Enlightenment and the French Revolution; American history of the post—Civil War era, including the Industrial Revolution, immigration, urbanization, and reform• Visual Arts—a brief history of art, stretching from the classical period through the Renaissance, Baroque, and Romantic periods all the way to the age of realism, with full-color reproductions and discussions of great works by artists such as El Greco, Rembrandt, and Winslow Homer• Music—understanding and appreciating music, including musical notation, chords, and scales—plus biographies of great composers such as Handel, Haydn, Mozart, Beethoven, and Chopin• Math—challenging lessons, ranging from probability and statistics, geometry, ratios and proportions to basic pre-algebra• Science—fascinating discussions of plate tectonics, oceans, astronomy, the environment, the human body, and the immune system—plus short biographies of great scientists such as Marie Curie Read Full OverviewProduct DetailsISBN-13: 9780385337328 Publisher: Random House Publishing Group Publication Date: 06-26-2007 Pages: 416 Product Dimensions: 7.41(w) x 9.20(h) x 0.90(d) Series: The Core Knowledge SeriesAbout the Author E. D. Hirsch, Jr., is a professor of English at the University of Virginia and the author of The Schools We Need, The Dictionary of Cultural Literacy, and the bestselling Cultural Literacy. He lives in Charlottesville, Virginia.Read an Excerpt General Introduction to the Core Knowledge SeriesI. WHAT IS YOUR CHILD LEARNING IN SCHOOL? A parent of identical twins sent me a letter in which she expressed concern that her children, who are in the same grade in the same school, are being taught completely different things. How can this be? Because they are in different classrooms; because the teachers in these classrooms have only the vaguest guidelines to follow; in short, because the school, like many in the United States, lacks a definite, specific curriculum. Many parents would be surprised if they were to examine the curriculum of their child’s elementary school. Ask to see your school’s curriculum. Does it spell out, in clear and concrete terms, a core of specific content and skills all children at a particular grade level are expected to learn by the end of the school year? Many curricula speak in general terms of vaguely defined skills, processes, and attitudes, often in an abstract, pseudo-technical language that calls, for example, for children to “analyze patterns and data,” or “investigate the structure and dynamics of living systems,” or “work cooperatively in a group.” Such vagueness evades the central question: what is your child learning in school? It places unreasonable demands upon teachers and often results in years of schooling marred by repetitions and gaps. Yet another unit on dinosaurs or “pioneer days.” Charlotte’s Web for the third time. “You’ve never heard of the Bill of Rights?” “You’ve never been taught how to add two fractions with unlike denominators?” When identical twins in two classrooms of the same school have few academic experiences in common, that is cause for concern. When teachers in that school do not know what children in other classrooms are learning on the same grade level, much less in earlier and later grades, they cannot reliably predict that children will come prepared with a shared core of knowledge and skills. For an elementary school to be successful, teachers need a common vision of what they want their students to know and be able to do. They need to have clear, specific learning goals, as well as the sense of mutual accountability that comes from shared commitment to helping all children achieve those goals. Lacking both specific goals and mutual accountability, too many schools exist in a state of curricular incoherence, one result of which is that they fall far short of developing the full potential of our children. To address this problem, I started the nonprofit Core Knowledge Foundation in 1986. This book and its companion volumes in the Core Knowledge Series are designed to give parents, teachers—and through them, children—clearly defined learning goals in the form of a carefully sequenced body of knowledge, based upon the specific content guidelines developed by the Core Knowledge Foundation. Core Knowledge is an attempt to define, in a coherent and sequential way, a body of knowledge taken for granted by competent writers and speakers in the United States. Because this knowledge is taken for granted rather than explained when used, it forms a necessary foundation for the higher-order reading, writing, and thinking skills that children need for academic and vocational success. The universal attainment of such knowledge should be a central aim of curricula in our elementary schools, just as it is currently the aim in all world-class educational systems. For reasons explained in the next section, making sure that all young children in the United States possess a core of shared knowledge is a necessary step in developing a first-rate educational system. II. WHY CORE KNOWLEDGE IS NEEDED Learning builds on learning: children (and adults) gain new knowledge only by building on what they already know. It is essential to begin building solid foundations of knowledge in the early grades when children are most receptive because, for the vast majority of children, academic deficiencies from the first six grades can permanently impair the success of later learning. Poor performance of American students in middle and high school can be traced to shortcomings inherited from elementary schools that have not imparted to children the knowledge and skills they need for further learning. All of the highest-achieving and most egalitarian elementary school systems in the world (such as those in Sweden, France, and Japan) teach their children a specific core of knowledge in each of the grades, thus enabling all children to enter each new grade with a secure foundation for further learning. It is time American schools did so as well, for the following reasons: (1) Commonly shared knowledge makes schooling more effective. We know that the one-on-one tutorial is the most effective form of schooling, in part because a parent or teacher can provide tailor-made instruction for the individual child. But in a non-tutorial situation—in, for example, a typical classroom with twenty-five or more students—the instructor cannot effectively impart new knowledge to all the students unless each one shares the background knowledge that the lesson is being built upon. Consider this scenario: in third grade, Ms. Franklin is about to begin a unit on early explorers: Columbus, Magellan, and others. In her class, she has some students who were in Mr. Washington’s second-grade class last year and some students who were in Ms. Johnson’s class. She also has a few students who moved in from other towns. As Ms. Franklin begins the unit, she asks the children to look at a globe and use their fingers to trace a route across the Atlantic Ocean from Europe to North America. The students who had Mr. Washington look blankly at her: they didn’t learn that last year. The students who had Ms. Johnson, however, eagerly point to the proper places on the globe, while two of the students who came from other towns pipe up and say, “Columbus and Magellan again? We did that last year.” When all the students in a class do share the relevant background knowledge, a classroom can begin to approach the effectiveness of a tutorial. Even when some children in a class do not have elements of the knowledge they were supposed to acquire in previous grades, the existence of a specifically defined core makes it possible for the teacher or parent to identify and fill in the gaps, thus giving all students a chance to fulfill their potential in later grades. (2) Commonly shared knowledge makes schooling more fair and democratic. When all the children who enter a grade can be assumed to share some of the same building blocks of knowledge, and when the teacher knows exactly what those building blocks are, then all the students are empowered to learn. In our current system, children from disadvantaged backgrounds too often suffer from unmerited low expectations that translate into watered-down curricula. But if we specify the core of knowledge that all children should share, then we can guarantee equal access to that knowledge and compensate for the academic advantages some students are offered at home. In a Core Knowledge school, all children enjoy the benefits of important, challenging knowledge that will provide the foundation for successful later learning. (3) Commonly shared kn

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