6th grade benchmark advance

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

I agree with you about learning to write. The problem is that the topics are generally not of interest to the students (or to me - which makes it a chore to read over and grade). Ideally I'd like them to write about something they feel passionate about, or at least are interested in. I'd also like to see a variety in the types of writing they're expected to do. BTW, I've found that my best writers tend to be voracious readers. Reading a single chapter from a book is not adequate. I really dislike Benchmark.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You’re not alone. My daughter is too and now has zero interest in reading. She also is scared to take English honors next year now. She and her peers absolutely hate Benchmark - it’s mostly nonfiction (think units about government and history) and so so boring.

It sounds like she's using to reading really easy dumbed down things and now that it's challenging, she doesn't like it. IME that's pretty typical of all kids who had a really easy time on something and then all of the sudden are challenged. I'm sure she's up to the challenge though, tell her the more time she spends on this now, the easier H English will be for her next year.

No not at all. Please don’t insult my daughter. She was used to reading fiction (novels) which she loves and now only gets nonfiction in this awful Benchmark program. They had to research a country’s government at one point. A lot of kids don’t like government or social studies because the topics are boring and dry.

I'd say we need all the education we can get in government and how it functions . . .

+ 100. Geez to the PP who's complaining about her child being challenged and taught actual facts. The novels my DD (now in high school) read in upper elementary in book clubs that masqueraded as a curriculum were often at like a 2nd grade reading level. I have a younger child now in 3rd grade and thank goodness they have a real curriculum now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

I agree with you about learning to write. The problem is that the topics are generally not of interest to the students (or to me - which makes it a chore to read over and grade). Ideally I'd like them to write about something they feel passionate about, or at least are interested in. I'd also like to see a variety in the types of writing they're expected to do. BTW, I've found that my best writers tend to be voracious readers. Reading a single chapter from a book is not adequate. I really dislike Benchmark.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You’re not alone. My daughter is too and now has zero interest in reading. She also is scared to take English honors next year now. She and her peers absolutely hate Benchmark - it’s mostly nonfiction (think units about government and history) and so so boring.

It sounds like she's using to reading really easy dumbed down things and now that it's challenging, she doesn't like it. IME that's pretty typical of all kids who had a really easy time on something and then all of the sudden are challenged. I'm sure she's up to the challenge though, tell her the more time she spends on this now, the easier H English will be for her next year.

No not at all. Please don’t insult my daughter. She was used to reading fiction (novels) which she loves and now only gets nonfiction in this awful Benchmark program. They had to research a country’s government at one point. A lot of kids don’t like government or social studies because the topics are boring and dry.

I'd say we need all the education we can get in government and how it functions . . .

+ 100. Geez to the PP who's complaining about her child being challenged and taught actual facts. The novels my DD (now in high school) read in upper elementary in book clubs that masqueraded as a curriculum were often at like a 2nd grade reading level. I have a younger child now in 3rd grade and thank goodness they have a real curriculum now.

I have to wonder what school you were at that did that. My child has never been assigned a novel that was at a 2nd grade level in upper grades. I’m going to guess you really don’t understand reading levels and were exaggerating. Luckily I do know reading levels and lots of children’s literature because I am a former FCPS teacher. I also follow my children’s work very carefully. I am able to see the comprehension questions and whatever work went with the novels. All of the novels my child has had in the past (and she got to choose) were either on grade level or above level and were very interesting.

Did you read any of the other responses? It’s about the selection of Benchmark reading passages being boring and not appealing to most kids. Also, teachers have been saying it’s literally not even a full novel.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

I agree with you about learning to write. The problem is that the topics are generally not of interest to the students (or to me - which makes it a chore to read over and grade). Ideally I'd like them to write about something they feel passionate about, or at least are interested in. I'd also like to see a variety in the types of writing they're expected to do. BTW, I've found that my best writers tend to be voracious readers. Reading a single chapter from a book is not adequate. I really dislike Benchmark.

If they are voracious reader, they are checking books out from the library and reading well beyond benchmark and that was always the case. For those students who never read, I actually think they’re reading more now with benchmark than prior.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

It’s the no interest in the actual reading reading selection that is the problem. They are boring. My kid couldn’t come up with ways to compare and contrast seeds. So they asked a friend for an idea. I don’t think that’s good learning.

Brainstorming with peers is completely normal and often encouraged in school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

My daughter and her friends have said the content is interesting, but they wish it was a shorter block. It's way too long. Our school doesn't break it up like others do. And on short days, they skip other things so they can get in Benchmark time and that's not right.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

I agree with you about learning to write. The problem is that the topics are generally not of interest to the students (or to me - which makes it a chore to read over and grade). Ideally I'd like them to write about something they feel passionate about, or at least are interested in. I'd also like to see a variety in the types of writing they're expected to do. BTW, I've found that my best writers tend to be voracious readers. Reading a single chapter from a book is not adequate. I really dislike Benchmark.

But none of this was happening before Benchmark. Kids were reading passages, not novels (the "book clubs" were just free reading time and a way to give teachers time to do individual assessments like DRA). They were writing in Google slides, not on paper. It was horrific. Benchmark may be boring, but it is back to basics and teaching children how to read and think critically about what they read, and to actually write on paper.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

I agree with you about learning to write. The problem is that the topics are generally not of interest to the students (or to me - which makes it a chore to read over and grade). Ideally I'd like them to write about something they feel passionate about, or at least are interested in. I'd also like to see a variety in the types of writing they're expected to do. BTW, I've found that my best writers tend to be voracious readers. Reading a single chapter from a book is not adequate. I really dislike Benchmark.

But none of this was happening before Benchmark. Kids were reading passages, not novels (the "book clubs" were just free reading time and a way to give teachers time to do individual assessments like DRA). They were writing in Google slides, not on paper. It was horrific. Benchmark may be boring, but it is back to basics and teaching children how to read and think critically about what they read, and to actually write on paper.

Yes and no. The writing instruction in benchmark is terrible. Teachers are adapting, but the lessons in benchmark are bad for writing. The vocabulary is bad too. 6th grade just touched greek/latin roots in U5 while we did this previously much earlier in the year. The grammar is literally 90 percent pronouns. Very little variety.



In 6th grade they should be focusing predominantly on greek/latin roots, and all aspects of grammar.

I am hoping next year we can be less rigid and use some other things to enrich.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don’t get why they didn’t phase it in slowly. Like start with K-1. And then add it each year they move up.

I'm glad they didn't. My 6th grader was an atrocious writer. She has improved significantly now that she *has* to write *on paper* in Language Arts. Everything from her handwriting to her sentence structure has improved. Benchmark is hard and she doesn't like having a huge block for LA every day, but she does actually seem to like the content, she actually talks about it and is learning more than how to make a google slides presentation, so it's a win in my book.

+10

[Anonymous]

Anonymous wrote:I teach HS Social Studies, but have kids in ES. I love Benchmark. The rigor and instruction is superior to what FCPS has done in the past, and I genuinely think my own children will be better set for success in Middle and High School. The reading abilities of my current students leave a lot to be desired.

I think kids who are struggling now have never seen this type of rigor before. I am excited for the current Kindergartners, because by the time they get to me in HS, they should have a much stronger foundation.

+1

[Anonymous]

News flash: No curriculum is perfect.

Is Benchmark wildly better than the random not-really-a-curriculum it replaced? Yes, absolutely.

Is Benchmark good enough? Yes.

Would I have preferred CKLA (which APS and MCPS chose)? Yes.

Is there any curriculum which every poster on DCUM would agree is ideal? No.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

I agree with you about learning to write. The problem is that the topics are generally not of interest to the students (or to me - which makes it a chore to read over and grade). Ideally I'd like them to write about something they feel passionate about, or at least are interested in. I'd also like to see a variety in the types of writing they're expected to do. BTW, I've found that my best writers tend to be voracious readers. Reading a single chapter from a book is not adequate. I really dislike Benchmark.

But none of this was happening before Benchmark. Kids were reading passages, not novels (the "book clubs" were just free reading time and a way to give teachers time to do individual assessments like DRA). They were writing in Google slides, not on paper. It was horrific. Benchmark may be boring, but it is back to basics and teaching children how to read and think critically about what they read, and to actually write on paper.

Not in my class. Kids weren't reading passages - they were reading whole books under my guidance. That's what book clubs are. They were doing all sorts of writing in response to the books - a variety of creative writing prompts, and they were reading a variety of genres. And Benchmark does not teach children how to think critically about what they read. Some of the questions Benchmark poses (talk with a partner or share with the class) are so obtuse that the kids don't understand what they're being asked to talk about. They just sit there with blank faces because the discussion questions are so meaningless (not all, but some). Whoever wrote Benchmark Advance for 6th grade did not do a good job.

[Anonymous]

Not in my class. Kids weren't reading passages - they were reading whole books under my guidance. That's what book clubs are. They were doing all sorts of writing in response to the books - a variety of creative writing prompts, and they were reading a variety of genres. And Benchmark does not teach children how to think critically about what they read. Some of the questions Benchmark poses (talk with a partner or share with the class) are so obtuse that the kids don't understand what they're being asked to talk about. They just sit there with blank faces because the discussion questions are so meaningless (not all, but some). Whoever wrote Benchmark Advance for 6th grade did not do a good job.

Question: I was a teacher long ago. I taught when teachers had a lot of autonomy. Do you have any flexibility in how you use this program?

There was probably not enough supervision when I taught--but I was always blessed to work with very talented teachers who worked very hard.
From what I am hearing, this program is regimented and leaves little room for teacher innovation. I guess that is my question--are you allowed to deviate at all?

I love phonics. I think it is essential. That said, there are many other tools in the teaching of reading that are needed. And, there are some kids who really, really struggle with phonics. That doesn't mean it shouldn't be taught, but they need other tools, too.

The purpose of reading instruction is to teach the children to read and understand. It seems to me that critical thinking is lacking in this program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Different teacher here. My kids and colleagues hate Benchmark. Fiction reading selections are single chapters from books, not whole books. No time for book clubs is allotted. No time for read aloud, which, believe it or not, many 6th graders enjoy. Poetry is thrown in here and there seemingly randomly, and some of the poems are not appropriate for 6th grade. Nonfiction selections are frequently not interesting. Yes, the kids are writing frequently, but there's no passion there - it's robotically answering the prompts which are not of interest to the students or teachers. How many times are we going to compare and contrast two nonfiction or fiction selections that are just excerpts? Ugh. Where is the creative writing? Why isn't there balance in the types of writing covered?

Also, it's a LOT of work for teachers to prepare the lessons. It's supposed to be done for you but it's not. So much is left out. For example, when doing the government research paper, Benchmark gave VERY little guidance on how to research and what tools to use. Just basically said, "Do research. Go."
Teachers had to supplement and create their own guidelines and scaffolds. And the writing rubrics are not adequate - teachers need to rewrite them.

As far as grammar is concerned, it's not systematic, but randomly thrown in here and there, with a lot of emphasis in the first half of the year on pronouns. Nothing so far about sentence structure - run-ons and fragments, which are an issue with a lot of 6th grade writers.

Yep. This is exactly what we are seeing too. The students we have spoken to all hate it.

That's how you learn to write. First, robotically answer prompts.

This is the way you learn painting, for example. First robotically copy another work. Then, once you have the basic skills down, you move on to your own work.

I agree with you about learning to write. The problem is that the topics are generally not of interest to the students (or to me - which makes it a chore to read over and grade). Ideally I'd like them to write about something they feel passionate about, or at least are interested in. I'd also like to see a variety in the types of writing they're expected to do. BTW, I've found that my best writers tend to be voracious readers. Reading a single chapter from a book is not adequate. I really dislike Benchmark.

But none of this was happening before Benchmark. Kids were reading passages, not novels (the "book clubs" were just free reading time and a way to give teachers time to do individual assessments like DRA). They were writing in Google slides, not on paper. It was horrific. Benchmark may be boring, but it is back to basics and teaching children how to read and think critically about what they read, and to actually write on paper.

Not in my class. Kids weren't reading passages - they were reading whole books under my guidance. That's what book clubs are. They were doing all sorts of writing in response to the books - a variety of creative writing prompts, and they were reading a variety of genres. And Benchmark does not teach children how to think critically about what they read. Some of the questions Benchmark poses (talk with a partner or share with the class) are so obtuse that the kids don't understand what they're being asked to talk about. They just sit there with blank faces because the discussion questions are so meaningless (not all, but some). Whoever wrote Benchmark Advance for 6th grade did not do a good job.

+1