Pre-K through Grade 9 in Southborough, MA
Academics
Lower School

Grade Six

Grade Six

As our sixth graders conclude their Lower School experience and prepare for their transition to the Upper School, they continue their journey of understanding who they are as learners and what it takes to be a successful student at Fay. Sixth graders start each day with Homevisory, which combines the best elements of homeroom and an advisory program and offers a home-base for sixth graders that supports their academic and social-emotional needs. Academics are departmentalized in sixth grade, and students participate in an engaging program that includes reading, English, mathematics, science, social studies, foreign language, music, art, and library. Instructional routines and practices are aligned with the developmental, cognitive, and emotional strengths and needs of each particular group of sixth graders, and teachers encourage increased independence and responsibility for one’s learning as the year progresses. A highlight of the year is a four-day capstone camping trip to Maine, which provides closure to the Lower School experience as students look forward to entering the Upper School in the fall.

List of 12 items.

  • Reading

    Literature is a tool for understanding the world and the people in it. Exposure to a broad range of literary styles and subject matter in grade five encourages students to develop their own interests, tastes, and critical skills. Teachers select books because their content parallels material studied in other classes, because they relate to a larger theme, because they are part of an important body of literature, or because they support a community of learners. Finally, selected titles provide important connections for the reader: to himself, to peers, to other generations, to other cultures, to other periods, to other philosophies, and to other worlds.
     
    Strengthening the sense of being a part of a community of readers is an important aspect of the reading program in grade five as students are encouraged to share their interests in books. Students read a variety of material and develop an in-depth appreciation of language and style. The course emphasizes a more complex literal and interpretive comprehension of plot, character, and theme. Students analyze reading for meaning and value, critiquing an author’s intent and synthesizing and exploring information. Students are encouraged to develop critical standards and awareness of the richness of language.
     
    Students who successfully complete the grade six reading program will be able to:
    • Read fluently both silently and out loud
    • Read orally in various genres
    • Demonstrate improved reading comprehension and interpretive skills
    • Understand and explore a variety of genres
    • Identify common themes
    • Analyze and summarize plot structure
    • Apply the fundamentals of literary criticism through reading and writing
    • Respond to literature through personal and analytical writing
    • Read poetry with appreciation and analytical acumen
  • Writing

    Through the Lower School writing program, students learn what it is to be a writer working within a community of writers. The sixth grade writing program is based on the Writing Workshop model. Students write during class and learn how to express their ideas in a variety of creative and expository genres. One-on-one conferences with the teacher provide students with the appropriate individualized guidance to improve their writing skills. Students use Google Docs, a platform that facilitates writing instruction through collaboration and feedback.
     
    The sixth grade writing program builds on the objectives established in grade five. Students explore new literary genres by developing pieces that follow the distinct structure and purpose of each genre. At this stage of the writing program, students become more proficient at revising their work independently. Facilitated by their stronger metacognitive skills, students take more of a leading role in writing conferences. A greater focus on grammar and vocabulary study supports the sixth grade writer’s readiness to experiment with varied sentence structures and use increasingly sophisticated written language.
     
    A hallmark of the Lower School writing program is the tradition of the Speech Assemblies. As in grades three and four, students develop ideas, draft, and revise their speeches in a context of structure and support. Delivering their speeches to an appreciative audience encourages students to develop confidence and comfort with public speaking. Our commitment to developing poised public speakers is a yearlong objective, as students frequently share and celebrate their writing with peers and other members of the Fay community.
     
    Word Study
     
    Integrated grammar and vocabulary instruction supports the students’ development as writers. Grammar lessons are woven throughout the Writing Workshop curriculum as students directly apply new rules to enhance their writing. The objective of the grammar program is to provide students with an increasingly sophisticated understanding of language conventions to continuously hone their craft. Through instruction in Greek and Latin roots, prefixes, and suffixes, students expand their vocabulary base and are better able to infer the meaning of unknown words.
     
    Students who successfully complete the grade six writing program will be able to:
    • Generate ideas for writing independently
    • Demonstrate an age-appropriate proficiency with the conventions of English grammar and usage
    • Incorporate precise and increasingly sophisticated vocabulary into written work
    • Rewrite, edit, and apply methods explored in class to strengthen writing
    • Produce clear writing where the development and organization are appropriate to the task and purpose
    • Apply understanding of Greek and Latin roots and affixes to determine meaning of unknown words
    • Demonstrate public speaking skills
    • Write and revise a five-paragraph analytical essay
     
    Integrated grammar and vocabulary instruction supports the students’ development as writers. Grammar lessons are woven throughout the Writing Workshop curriculum as students directly apply new rules to enhance their writing. The objective of the grammar program is to provide students with an increasingly sophisticated understanding of language conventions to continually hone their craft. Through instruction on Greek and Latin roots, prefixes and suffixes, students expand their vocabulary base and infer the meaning of unknown words.
     
    A hallmark of the Lower School English program is the tradition of the Speech Assemblies. Writing and delivering a speech to a large audience each year encourages students to develop confidence and comfort with public speaking. Our commitment to developing poised public speakers is a yearlong objective, as students frequently share and celebrate their writing with peers and other members of the Fay community.
     
    The sixth grade English program builds on the objectives established in grade five. Students explore new literary genres by developing pieces that follow the distinct structure and purpose of each genre. At this stage of the English program, students become more proficient at revising their work independently. Facilitated by their stronger metacognitive skills, students take more of a leading role in writing conferences. A greater focus on grammar and vocabulary study supports the sixth grade writer’s readiness to experiment with varied sentence structures and use increasingly sophisticated written language.
     
    Students who successfully complete the grade six English program will be able to:
    • Generate ideas for writing independently
    • Demonstrate an age-appropriate proficiency with the conventions of English grammar and usage
    • Incorporate precise and increasingly sophisticated vocabulary into written work
    • Rewrite, edit, and apply methods explored in class to strengthen writing
    • Produce clear writing where the development and organization are appropriate to the task and purpose
    • Apply understanding of Greek and Latin roots and affixes to determine meaning of unknown words
    • Demonstrate public speaking skills
  • Digital Literacy

    Students learn library and technology skills in designated digital literacy classes; these skills are also an integral part of the reading, English, science, social studies and math curricula. Students leave the Lower School having explored a variety of library resources and technologies they may use both in school and at home. Whenever students use the Internet, they learn how to be safe online and become familiar with the school’s Acceptable Use Policy.
     
    Students have access to computers in the library and in the PC and Mac labs, as well as a mobile lab of networked, wireless laptop computers that can be wheeled into any classroom.
     
    Resources
    Lower School students use a variety of library and technology resources and tools that may vary from year to year but primarily include:
    • Nonfiction books
    • Reference works
    • Online encyclopedias and magazine databases
    • Dictionaries, almanacs, and atlases
    • Word processing software
    • Graphic organizing software
    • Presentation software
    • Web browsers
    • Keyboarding software
    • Email
    • Lower School Links at http://library.fayschool.org
     
    Students in grade six continue to develop strategies for finding appropriate information online and evaluate the differences and advantages of print, online, and subscription resources. Students receive Noodlebib accounts, which allow them to create and store their research—outlines, notes, and sources—electronically. Sixth graders tackle increasingly complex research projects and learn valuable technologies for sharing their research.
     
    Students who successfully complete the grade six digital literacy program will be able to:
    • Use the library and its resources to find a book to read for pleasure or to search for information
    • Access a variety of research sources and technology tools including books, websites, subscription databases, word processing software, presentation software and communication software
    • Demonstrate the importance of citing all research sources and using information and technology ethically
  • Mathematics

    The goal of Lower School mathematics is to encourage and support students as they develop number sense, computational fluency and efficiency, strategies for problem solving, and a beginning understanding of the connectedness of mathematical topics and procedures. The curriculum offers opportunities for self-discovery and exploration of concepts and personal strategies as well as exploring and understanding traditional algorithms. Visual models are used at every level to provide concrete examples of abstract concepts.
     
    Grade six expands upon the goals and objectives of grade five mathematics. Students practice computational skills and application of whole number operations; they also build conceptual and procedural understanding and manipulation of postive and negative fractions, decimals, and percents. Students also explore two-dimensional geometric concepts and measurement. Writing is a significant component of the sixth grade program, and students are frequently challenged to clarify, justify, and support their thinking in their mathematical writing. Teachers work closely with Upper School math teachers to provide and support an instructional progression in preparation for Upper School math classes. Students continue to develop and extend mathematical proficiency in the following areas: number and operations, algebraic thinking, geometry, measurement, and data analysis and probability.
     
    Students who successfully complete the grade six mathematics program will be able to:
    • Exhibit and apply an understanding of mathematical concepts, representations, operations and relationships
    • Carry out mathematical procedures flexibly, accurately, efficiently, and appropriately formulate, represent, and solve mathematical problems
    • Reason logically, explain, and reflect on the validity of results
    • Sustain attention and engagement while solving problems and completing tasks
    • Communicate and justify mathematical thinking orally and in writing
  • Social Studies

    In sixth grade social studies, students continue their study of American history. The year begins with a review of the topics, themes, and concepts studied in fifth grade before the introduction of new topics such the American Revolution, the creation of the republic and the U.S Constitution, expansion, slavery and the Civil War, as well as a number of other topics and themes of the late nineteenth and twentieth centuries. Throughout the year, students continue to practice recognizing and applying the historical thinking skills of context, perspective, and cause and effect.
     
    Students who successfully complete the grade six social studies program will be able to:
    • Interpret, analyze, and synthesize information from both primary and secondary sources
    • Recognize and apply historical thinking skills
    • Organize and articulate their understanding of the topics studied both verbally and in writing
  • Science

    Throughout sixth grade, students work on developing investigative problem solving skills through a series of units designed to foster engineering design fundamentals. During the Egg Drop, students study the motion of falling objects and forces as they attempt to protect an egg from a 50-foot fall. The astronomy unit takes students to newly discovered extrasolar planets as they seek to colonize an unknown world. The FireMouse Project presents an opportunity for small groups to use power tools and wood scraps to construct a Rube Goldberg machine that uses transfers of energy and the advantages of simple machines to extinguish a birthday candle. Using LEGO robotics, the challenge is one of computer programming and moving robots around an obstacle course as the connections between technology and modern society are revealed. Armed with only a compass and topographic map, students attempt to guide their parents in a collaborative exercise around campus by reading the landscape and preparing for a capstone trip to Chewonki’s Outdoor Classroom in Wiscasset, Maine. All of the sixth grade units are based on current and established science standards and target specific practices and concepts.
     
    Students who demonstrate success in sixth grade science will be able to:
    • Ask clarifying and extending questions
    • Apply the scientific process to creative real-world projects
    • Create and/or follow a written plan for an investigation
    • Understand how to gather, organize, and explain data
    • Predict the outcome of an investigation and analyze the results
    • Collaborate effectively to complete investigations and solve problems
    • Use evidence from real-world observations to demonstrate conceptual understanding
    • Communicate concepts and observations through written and visual media
  • World Languages: Spanish and French

    Fay’s Lower School French and Spanish program is based on F.L.E.S. (Foreign Language in the Elementary School). The F.L.E.S. methodologies are based on the developmental progression of first language acquisition, which involves the active use of and exposure to the language being learned. The learning style is hands-on and activity-based with textual support. Listening and speaking skills are emphasized through interactive activities such as games, choral repetition, TPR (Total Physical Response), acting out dialogues, and music. Through the use of Francophone and Hispanic children’s literature, students develop basic reading and writing skills. The study of culture continues to be a highlight of the program, as it allows the students to learn and appreciate French and Spanish speaking communities. The students are encouraged to use French or Spanish to express basic ideas and to participate in brief conversations.
     
    In grade six, students apply their knowledge of the language acquired in previous years to more advanced written and visual projects, skits, and class performances. While oral communication in the language continues to be important, there is continued emphasis on the development of basic reading and writing skills, as well as on grammar. Authentic children’s literature is employed along with age and level-appropriate music, videos, and games. Cultural proficiency and knowledge of basic historical events continue to be a very important part of the curriculum and are tied in closely with the relevant vocabulary and grammar. At this level, the class is mostly conducted in the language, so that by the end of the year, students demonstrate basic ability to read, speak, and write in Spanish or French.
     
    Students who successfully complete the grade six language program will be able to:
    • Write descriptive paragraphs integrating learned material with correct use of learned grammar
    • Comprehend paragraph content through inference
    • Correctly pronounce text forms of vocabulary words and common classroom phrases, as well as begin to apply pronunciation patterns to new words
    • Creatively utilize language structures in novel situations
    • Approach grammatical concepts from a rules-based perspective
    • Make connections between new content and previously-learned material
    • Demonstrate an openness and appreciation for global cultures
    • Embody a resilient mindset in their approach to the language
  • Music

    In grade six, students elect to participate in Band, Chorus, or Beginning Strings.
     
    Beginning Band is open to students in grades five and six. Students learn how to assemble, hold, play, and care for their instruments. No previous instrumental experience is necessary. During the year, students learn note reading, fingering, rhythm, articulations, intonation, dynamics, posture, and appropriate music symbols. By the end of the year, students play beginning-level music as a band. Success in this course requires practice as homework. Instrument choices include flute, clarinet, alto saxophone, trumpet, trombone, and baritone horn. Students wishing to play oboe or French horn are required to seek additional support through private lessons.
     
    The Lower School Chorus is open to students in grades five and six. The chorus is a treble choir that sings pieces in unison and two parts. Students also practice music reading and listening skills through the use of movable do solfege and rhythm syllables.
     
    Beginning Strings is open to students in grades five and six. Students learn how to assemble, hold, play, and care for their instruments. No previous instrumental experience is necessary. During the course of the year, students learn note reading, fingering, rhythm, bowing, intonation, dynamics, posture, and appropriate music. By the end of the year, students play beginning-level music as an ensemble. Success in this course requires practice as homework. Students may choose either violin or cello; students wishing to play viola are required to seek additional support through private lessons.
  • Art

    Grade six students draw and explore positive and negative space. They learn about folk art and create a painted one-stringed musical instrument as well as a ceramic face pot. They look at Japanese and Chinese brush painting and create a scroll, incorporating multiple media.
     
    Students who successfully complete the sixth grade art program will be able to:
    • Use media and tools appropriately
    • Listen to and understand multi-step directions
    • Understand principles of proportion and design
    • Understand African-American folk art and artists
    • Understand the basic workings of Photoshop as they manipulate an image
    • Care for their materials and maintain a clean workspace
  • Drama

    In grade six, students are introduced to drama through games, improvisation and scene work, with a focus on developing the skills of imagination, collaboration, concentration, listening, and observation. Students learn about technical theater, including the parts of the stage, introductory lighting and sound, and use of the curtain. During the term, each class prepares an informal, student-led production for their peers.
  • Athletics

    The fifth and sixth grade athletic program at Fay is designed as a bridge from the physical education curriculum taught in Pre-K through grade four to interscholastic athletics in grade seven. The focus of this program is to introduce students to a variety of activities, provide sport specific instruction, foster appropriate levels of competition, and provide opportunities for individuals to learn about teamwork, sportsmanship, and fair play. The program creates a fun and challenging environment where players have the opportunity to learn and grow as athletes. Coaches focus on technique and skill development and, as competency increases, tactical elements and game situations.
     
    The three primary components of the program are:
    • Instructional: Sport-specific instruction focused on skill development, technique, knowledge and understanding of rules, team concepts, and fair play
    • Intramural: Competition against peers to build teamwork and camaraderie within the sport setting
    • Interscholastic: Appropriate levels of competition against peer schools to provide a fun and positive experience
    Sports offered:
     
    Boys
    Fall: soccer, football, cross country
    Winter: basketball, hockey, wrestling, fitness and games (co-ed)
    Spring: baseball, lacrosse, tennis (co-ed)
     
    Girls
    Fall: soccer, field hockey, cross country
    Winter: basketball, hockey, fitness and games (co-ed)
    Spring: softball, lacrosse, tennis (co-ed)
  • Wellness

    Sixth grade Wellness classes meet weekly and are taught in gender-specific classrooms. As students prepare for the social dynamics of the Upper School, Wellness classes begin to delve more deeply into topics relevant to adolescence, including peer pressure, time management, sleep, stress management, physical boundaries, responsible online behavior, nutrition, getting one’s self out of uncomfortable situations, and bullying.