Artes de Lenguaje

para los estudiantes de 6.0 grado

En 6.º grado, los estudiantes pasan más tiempo haciendo preguntas sobre un texto y hallando las respuestas en él. Los estudiantes se preguntan qué piensa el escritor, buscan puntos importantes de un texto y comprueban si lo que dice el escritor es cierto. Aproximadamente, la mitad de la lectura de los estudiantes debe ser de ficción y la otra de no ficción. Los libros deben tener una complejidad textual variada y enseñarles nuevas personas, lugares e ideas, incluidas las voces de los pueblos Dakota y Anishinaabe, del pasado y del presente.

Los niños de 6.º grado también deben practicar escribir a menudo. Algunas tareas llevan muchos días. Practican la investigación, la escritura y la revisión. Editan después de una autocorrección y de recibir comentarios de maestros y compañeros. Practican la escritura para distintas audiencias.

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6to

6to

LO QUE SU HIJO DEBE SABER Y DEBE PODER HACER

HABILIDADES DE LECTURA Y ESCRITURA

Leer textos a un nivel de 6.º grado, que es un nivel Lexile 925-1185.

Leer con fluidez textos de 6.º grado, es decir, 110-160 palabras por minuto.

Leer con una expresión que demuestre que comprenden el texto a medida que lo leen.

Leer y revisar ensayos completos. Utilizar la ortografía, la gramática, las mayúsculas y los signos de puntuación correctos, incluidos los siguientes:

Utilizar la tecnología para escribir y trabajar con otros e investigar sobre un tema mediante fuentes fiables.

No copiar nunca un trabajo que no es suyo, lo que se denomina plagio.

Comprender su huella digital en Internet, que es el rastro de datos que cada uno de nosotros deja en Internet.

Teclear 33 palabras en un minuto. Escribir tres páginas en una hora.

APRENDER SOBRE EL MUNDO A TRAVÉS DE LA LECTURA

Formular y responder preguntas sobre los textos que leyeron. Releer el texto para encontrar información específica que respalde su comprensión. Poder hacer lo siguiente:

  • Encontrar temas, puntos clave e ideas principales.
  • Citar de forma directa y parafrasear el texto.
  • Estudiar cómo se presenta una persona, un acontecimiento o un concepto clave y cómo cambia.
  • Explicar cómo las diferentes partes del texto influyen en el significado.
  • Describir cómo se mueve la historia y cómo responden los personajes.
  • Estudiar cómo el autor y su punto de vista afectan al texto.
  • Cuestionar lo que supone un autor o un orador.

Encontrar el significado de palabras nuevas usando pistas textuales, diccionarios o la palabra raíz.

Escribir sobre lo que están leyendo. Escribir con la siguiente estructura: una introducción con la idea principal, los ejemplos en orden y una conclusión o resumen de lo que escribieron.

Explicar algo mediante la escritura. Usar diferentes formas de explicarse, como comparación/contraste, causa/efecto, problema/solución y crítica.

Escribir con palabras concretas relacionadas con el tema.

Convencer a alguien mediante la escritura.

Escribir para demostrar los sentimientos propios o de alguien más. Mostrar cómo un personaje puede tener sentimientos o razones más complejos para sus acciones.

EJEMPLOS DE ELA DE 6.° GRADO

A continuación, se muestra el ejemplo de un texto del nivel de 6.º grado.1 Este texto tiene un nivel Lexile de 950. Los estudiantes de 6.º grado deberían ser capaces de leerlo con fluidez y expresión. Pueden contarle sobre el texto y responder las preguntas a continuación..

1Red Cloud’s Speech after Wounded Knee por Chief Red Cloud es de dominio público. Introducción obtenida de CommonLit, Inc, bajo licencia CC BY-NC-SA 4.

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Red Cloud’s Speech After Wounded Knee

Red Cloud (or Maȟpíya Lúta) (1822-1909) was an important leader of the Oglala Lakota who led a successful campaign
against the U.S. Army between 1866 and 1868. The conflict
began over white encroachment into territory inhabited by
Native American Plains tribes in the Wyoming and Montana
territories, and it ended with the Fort Laramie Treaty of 1868,
which established the Great Sioux Reservation. Red Cloud and
his people settled on the Pine Ridge Indian Reservation in
South Dakota, but he would go on to regret signing the treaty,
stating: “They made us many promises, more than I can
remember. But they kept but one—They promised to take our
land…and they took it.” On December 29, 1890, near
Wounded Knee Creek on the Lakota Pine Ridge Indian
Reservation, U.S. Cavalry troops fired on a group of Lakota
people, many of them women and children, and killed more
than 150 and wounded 51, some of whom died later.

Red Cloud delivers the following speech after the Wounded
Knee Massacre in order to shed light on the plight of the Native
American peoples living on reservations. Throughout Red
Cloud’s life, he was a proponent of peace and in this speech he
argues that those who were killed at Wounded Knee and
involved in the Ghost Dance movement were not proponents of
violence against whites.

I will tell you the reason for the trouble. When we first made
treaties with the Government, our old life and our old customs
were about to end; the game on which we lived was disappearing; the whites were closing around us, and nothing
remained for us but to adopt their way—the Government
promised all the means necessary to make our living out of the
land, and to instruct us how to do it, and with abundant food
to support us until we could take care of ourselves. We looked
forward with hope to the time we could be as independent as
whites, and have a voice in the Government.

The army officers could have helped better than anyone else
but we were not left to them. An Indian Department was made
with a large number of agents and other officials drawing large
salaries — then came the beginning of trouble; these men took
care of themselves but not of us. It was very hard to deal with
the government through them — they could make more for
themselves by keeping us back than by helping us forward. We
did not get the means for working for our lands; the few
things they gave us did little good. Our rations began to be
reduced; they said we were lazy. That is false. How does any
man of sense suppose that so great a number of people could
get work at once unless they were once supplied with the
means to work and instructors enough to teach them? Our
ponies were taken away from us under the promise that they
would be replaced by oxen and large horses; it was long before
we saw any, and then we got very few. We tried with the men
we had, but on one pretext or another, we were shifted from
one place to another, or were told that such a transfer was
coming. Great efforts were made to break up our customs, but
nothing was done to introduce us to the customs of the whites.
Everything was done to break up the power of the real chiefs.
Those old men really wished their people to improve, but little
men, so-called chiefs, were made to act as disturbers and
agitators. Spotted Tail wanted the ways of the whites, but an
assassin was found to remove him. This was charged to the
Indians because an Indian did it, but who set on the Indian? I
was abused and slandered, to weaken my influence for good.
This was done by men paid by the government to teach us the
ways of the whites. I have visited many other tribes and found
that the same things were done among them; all was done to
discourage us and nothing to encourage us. I saw men paid by
the government to help us, all very busy making money for
themselves, but doing nothing for us…. The men who counted
[the U.S. census] told all around that [we] were feasting and
wasting food. Where did he see it? How could we waste what
we did not have? We felt we were mocked in our misery; we
had no newspaper and no one to speak for us. Our rations
were again reduced.

You who eat three times a day and see your children well and
happy around you cannot understand what a starving Indian
feels! We were faint with hunger and maddened by despair.
We held our dying children and felt their little bodies tremble
as their soul went out and left only a dead weight in our hands.
They were not very heavy but we were faint and the dead
weighed us down. There was no hope on earth. God seemed to
have forgotten. Someone had been talking of the Son of God and said He had come [a reference to the Ghost Dance
movement]. The people did not know; they did not care; they
snatched at hope; they screamed like crazy people to Him for
mercy they caught at the promise they heard he made. The
white men were frightened and called for soldiers. We begged
for life and the white men thought we wanted theirs; we heard
the soldiers coming. We did not fear. We hoped we could tell
them our suffering and could get help. The white men told us
the soldiers meant to kill us; we did not believe it but some
were frightened and ran away to the Badlands. The soldiers
came. They said: “don’t be afraid — we come to make peace not, war.” It was true; they brought us food. But the hunger-
crazed who had taken fright at the soldiers’ coming and went to the Badlands could not be induced to return to the horrors
of reservation life. They were called Hostiles and the
Government sent the army to force them back to their
reservation prison.

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PREGUNTAS DE COMPRENSIÓN

Responde las siguientes preguntas usando evidencia del texto para respaldar las respuestas.

¿Qué impacto tuvo el gobierno en las vidas de los pueblos nativos de los Estados Unidos?

¿Cuál es el significado de la palabra ración según se usa en este discurso?

¿Por qué las personas no tenían miedo de la llegada de los soldados?

A continuación, se muestra un ejemplo de escritura del nivel de 6.° gradol.2

2Muestra de escritura reproducida con permiso de Student Partners. “Muestras de escritura de estudiantes”. Achieve the Core

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Lyddie’s Choice

Lyddie Worthen is the main character in Katherine Patterson’s Lyddie. Lyddie is a young girl living on a Vermont farm in the
1840’s. This is the time of the Industrial Revolution. Lyddie’s father has abandoned the family and Lyddie’s mother leaves her and her brother behind thinking that the world is coming to an end. The only thing Lyddie has left is her farm which she desperately wants to hold on to. In order to keep her farm Lyddie has to work off the debts on her farm, but the job she has isn’t paying enough, so she leaves to begin a new life as a factory girl at the newly developed textile mills in Lowell Massachusetts. Because of working in the Lowell mills Lyddie gets a broader sense of herself. She is able to make some choices about who she wants to be in her life.

Lyddie is working at a place called Cutlers Tavern for very low wages. If she keeps working like this she will never be able to pay off her debts, so she decides to go to Lowell and work in the mills so that she can make more money.

She is told by a customer who works in the mills “you’d do well in the mill you know. You’d clear at least two dollars a week. And’
she paused ‘you’d be independent.’” (p. 25)

Lyddie then makes the choice to go to the mill. She realizes that at the mill she will be able to pay off the farm debts faster. This is a hard choice for Lyddie, if she stays at the tavern she knows that she will continue to make money and eventually pay off the debt. If she goes to the mill she has a chance of not getting the job at all but if she does get the job she will be able to pay off the farm debts much faster. This is when Lyddie begins to take her life into her own hands and makes the choice to take a chance at the mill.

When Lyddie begins working at the mill, she starts making much more and with that money she is able to buy a book. Lyddie does not have a good education and people at the mills by her roommate Betsy she becomes passionate about reading so she goes to buy a book.

“’I-I come to purchase at book…’” “’what book do you have in mind…’” “’uh-uh Oliver Twist if you please sir’” (p.83-84) she then pays with two silver dollars.

By making the choice to purchase that book she opens the doors to education and becomes a smarter person who loves to learn. She also changes from a thrifty penny pincher to someone who realizes that money isn’t always the most important thing in life.

Because of Lyddie’s love for reading she makes the choice to leave the farm that she has just returned to, and leave Luke, the man who loves her to go to Oberlin College in Ohio.

“I’m off’ she said ‘to Ohio, there’s a college there that will that will take a women just like a man’”. (p.181)

By making the choice to go to college Lyddie is showing that she won’t give up on her education and won’t give up on an adventurous life. Even though things haven’t been great for her she is still ready to start another chapter in her life.

What does the author want us to understand about the power of the Industrial Revolution? I think that in Lyddie it is showing that the Industrial Revolution gave people many opportunities in their lives. The Industrial Revolution also had lots of hard moments where people would get sick, break a bone, or even die. The
Industrial Revolution seemed to rule a lot of people’s lives and ruin their families. Lyddie took advantage of the Industrial
Revolution well and through the choices she made was able to pull past just being a factory girl and take different paths in life.

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ACTIVIDADES DIARIAS PARA REFORZAR EL APRENDIZAJE

Hable con su maestro/a

Si su hijo/a de 6.º grado se atasca a menudo en las palabras o si suena entrecortado al leer, hable con su maestro/a sobre su fluidez. Además, haga que su hijo/a practique la lectura de textos breves como poemas o cuentos para mejorar.

Escuchen podcasts juntos

Escuchen podcasts juntos y hablen o escriban sobre lo que aprendieron.

Asígnele tareas semanales que requieran lectura

Asígnele tareas semanales que requieran lectura, como cocinar, hacer la compra y clasificar el correo.

Pídale que practique la escritura.

Pueden llevar un diario, escribir cartas o correos electrónicos, o tomar notas sobre lo que están aprendiendo.

Muéstrele cómo puede usar lo que aprende en la escuela más adelante en la vida
  • Pida a sus amigos y familiares que le muestren a su hijo/a de 6.º grado cómo puede usar lo que está aprendiendo en la escuela.
  • Asistan a una clase de escritura en el centro comunitario.
  • Pida a su hijo/a que participe de manera voluntaria en actos y actividades de la comunidad.
Deje que elija, así se entusiasmará con la lectura.

Pídale que elija cada día un libro que quiera leer por su cuenta. Leer muchos libros a lo largo del tiempo es importante.

Hable de la universidad

Hable de la universidad con su hijo/a de 6.º grado. Busque lo que tiene que solicitar para ir a la universidad. Muéstrele cómo las clases que está tomando ahora lo/la prepararán para la escuela secundaria y la universidad.

Establezca un horario para los deberes

Establezca un horario para los deberes y cúmplalo. Asegúrese de que su hijo/a termine los deberes todos los días.

Aprender juntos

Elija un tema sobre el que puedan aprender juntos. Lean libros, busquen en Internet o realicen juntos pequeños proyectos de investigación. Pregúntele qué ha aprendido con la lectura. Haga que lo comparta con usted, con amigos o con otros miembros de la familia.

6th Grade Mathematics

Matemáticas para estudiantes de 6.0 grado

Lo que su hijo debe saber y debe poder hacer

Tips for Talking to Teachers

A strong relationship between families and teachers is key to ensuring students have what they need to succeed. Parent involvement not only leads to higher grades and test scores, but also helps students develop self-confidence, motivation, and social skills. Knowing what questions to ask at school visits and parent-teacher conferences can help you feel confident when it comes to addressing your child’s’ academic needs.

Cuando los estudiantes aprenden a escribir, escriben los sonidos que escuchan. Puede que no deletreen las palabras de forma correcta. Los maestros lo llaman “ortografía creativa”. Los estudiantes usan las conexiones de letras y sonidos que se enseñan en la escuela para pronunciar las palabras.

Libros con patrones de sonido y ortografía que los maestros ya han enseñado en clase. Los estudiantes pueden decodificar o pronunciar la mayoría de las palabras del texto.

Utilizar la relación letra-sonido para pronunciar correctamente las palabras. Por ejemplo, los niños que han aprendido los sonidos en español /a/, /c/, y /t/ pueden decodificar “cat.”