log inhelp

 | 

  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Grade 6 ELA Standards

Page history last edited by Jason Stephenson 1 year, 8 months ago

On the hyperlinked pages below, each objective is analyzed with student actions, teacher actions, recommendations, and key terms and related objectives. Simply click the code of the objective for more information.

 

Standard 1: Listening and Speaking

Students will listen and speak effectively in a variety of situations.

Listening
Students will develop and apply effective

communication skills through active listening.

Speaking
Students will develop and apply effective

communication skills to share ideas through speaking.

6.1.L.1 
 Students will actively listen using agreed-upon discussion rules, recognizing verbal and nonverbal cues while maintaining social awareness and responding accordingly.
 6.1.S.1  
 Students will work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions. 
6.1.L.2  Students will actively listen and interpret a speaker’s verbal messages and ask questions to clarify the speaker’s purpose.  6.1.S.2  Students will engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole-class settings. 
   6.1.S.3  Students will give formal and informal presentations in a group or individually, organizing information and determining the purpose, content, and form to suit the audience.  

 

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.
Reading
Students will read and comprehend inclusive, diverse,
and increasingly complex literary and informational texts.
Writing
Students will engage in a recursive process that may include
prewriting, drafting, revising, editing, and publishing.
6.2.R.1 
 Students will summarize alphabetic and/or multimodal texts, including main idea, to demonstrate comprehension. 
 6.2.W.1
 Students will routinely and recursively prewrite (e.g., develop ideas and plan). 
6.2.R.2 Students will analyze details in fiction, poetry, and nonfiction texts to distinguish genres 6.2.W.2 Students will routinely and recursively organize and develop ideas to compose a first draft. 
6.2.R.3 Students will paraphrase a paragraph in their own words to demonstrate comprehension. 6.2.W.3 Students will routinely and recursively revise drafts for intended purpose, audience, and organization (e.g., logicalorder and transitions). 
  6.2.W.4 Students will routinely and recursively edit for correct grammar, usage, and mechanics, using various resources.
6.2.W.5 Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, performing, entering contests). 

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.
Reading
Students will analyze, interpret, and evaluate increasingly complex
literary and informational texts that include a wide range of historical,
cultural, ethnic, and global perspectives from a variety of genres. 		Writing
Students will thoughtfully and intentionally write,
addressing a range of modes, purposes, and audiences.
6.3.R.1
 ​Students will compare and contrast stated or implied purposes of authors writing on the same topic from a variety of historical, cultural, ethnic, and global perspectives. 
 6.3.W.1

Students will compose narratives​ reflecting real or imagined experiences that:

●include plots involving characters resolving conflicts

●unfold in chronological sequence

●include a narrator, precise language, sensory details, and dialogue to enhance the narrative

●use sentence variety to create clarity

●emulate literary elements and/or literary devices from mentor texts 
6.3.R.2  Students will evaluate how perspective (e.g., historical, cultural, ethnic, and global) affects a variety of literary and informational texts. 
6.3.R.3

Students will analyze how literary elements contribute to the meaning of a literary text: 

●setting

●plot

●characters (i.e., protagonist, antagonist)

●characterization

●conflict (i.e., internal, external)

●point of view (i.e., third person limited and omniscient) 

 6.3.W.2

Students will compose informative​ essays or reports that:

●objectively introduce and develop topics

●incorporate evidence (e.g., specific facts, details, charts and graphs, data)

●maintain an organized structure

●use sentence variety and word choice to create clarity

●emulate literary devices from mentor texts

6.3.R.4

Students will analyze how literary devices contribute to the meaning of a text: 

●figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism, idiom)

●sound devices (i.e., onomatopoeia, alliteration) 

 6.3.W.3
 

Students will compose argumentative essays that:

●introduce precise claims

●organize claims and evidence in a logical sequence 

●provide relevant evidence to develop arguments, using credible sources

●use sentence variety and word choice to create clarity

6.3.R.5 Students will identify literary elements and devices that impact a text’s theme. 
6.3.R.6 Students will categorize facts included in an argument as for or against an issue.      
6.3.R.7

Students will analyze how informational text structures support the author’s purpose:

●compare/contrast 

●cause/effect 

●problem/solution

●description

●sequential 
6.3.R.8 Students will analyze one or more ideas from a text, providing textual evidence to support their inferences. 

 

Standard 4: Vocabulary

Students will expand and apply their spoken and reading vocabularies to speak, read, and write effectively.

Reading
Students will expand their grade-level vocabularies

through reading, word study, and class discussion.

 Writing
Students will apply knowledge of vocabulary
to speak and write effectively.
6.4.R.1
 Students will analyze the relationships among synonyms, antonyms, and analogies. 
 6.4.W.1
 Students will use precise, grade-level vocabulary in writing to clearly communicate ideas. 
 
6.4.R.2 Students will use context clues, connotation, and denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.  6.4.W.2 Students will select language in writing to create a specific effect according to purpose. 
6.4.R.3 Students will use word parts (e.g., affixes, Latin roots, stems) to define and determine the meaning of increasingly complex words  
6.4.R.4 Students will use a dictionary, glossary, or thesaurus to determine or clarify the meanings, syllabication, pronunciation, synonyms, antonyms, and parts of speech of words. 

 

Standard 5: Language

Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and
communicate effectively.
Reading
Students will expand and apply knowledge of grammar, usage,
mechanics, and style to comprehend, analyze, and/or evaluate a
variety of texts.		 Writing
Students will expand and apply knowledge of grammar, usage,
mechanics, and style to speak and write effectively,
demonstrating standard usage when appropriate.
6.5.R.1
 Students will recognize simple, compound, and complex sentences. 
 6.5.W.1
 Students will compose simple, compound, and complex sentences to add clarity and variety in their writing. 
6.5.R.2

Students will recognize and explain the impact on meaning of parts of speech in sentences:

●nouns 

●verb tense to signify various times, sequences, conditions, and states

●subject and verb agreement

●adjectives

●prepositional phrases 

●reflexive pronouns and their antecedents 

●singular ​they​/​them​/​their

●subordinating conjunctions

●adverbs 

●interjections

 		 6.5.W.2 Students will add clarity and variety to their writing with nouns, verbs, adjectives, prepositions, adverbs, and pronouns.
6.5.W.3 Students will recognize and correct the following: run-ons, errors in subject and verb agreement, inappropriate shifts in verb tense, and inappropriate shifts in pronoun number and person. 
6.5.W.4

Students will write using correct capitalization mechanics.           

​     Grade of Mastery: 4 
6.5.W.5

Students will write using correct end mark mechanics.           

     Grade of Mastery: 4 
       6.5.W.6

Students will write using correct apostrophe mechanics.           ​

     Grade of Mastery: 5 
6.5.W.7 Students will use commas to separate an introductory element from the rest of the sentence and to indicate direct address (e.g., Where are you, Sam?). 
6.5.W.8  Students will use a colon to introduce a quotation from a source (e.g., According to  National  Geographic​, meerkat homes are quite comfortable: “Each burrow is an extensive tunnel-and-room system that remains cool even under the broiling African sun.”).
6.5.W.9 Students will use quotation marks to indicate dialogue, quoted material, and titles of works.
6.5.W.10 Students will use underlining or italics to indicate titles of works.
6.5.W.11 Students will use a semicolon to punctuate compound sentences.

 

Standard 6: Research

Students will engage in inquiry to acquire, refine, and communicate accurate information.
Reading
Students will gather, comprehend, evaluate, and synthesize researched
information to acquire and refine knowledge.		 Writing
Students will synthesize information ethically
through speaking and writing.
6.6.R.1
 Students will use their own viable research questions to gather information about a topic
 6.6.W.1
 Students will formulate and refine a viable research question.
6.6.R.2 Students will record and organize information from various primary and secondary sources. 6.6.W.2 Students will develop a clear, concise thesis statement.
6.6.R.3 Students will determine the relevance and reliability of the information gathered. 6.6.W.3 Students will quote findings following a consistent citation style (e.g., MLA, APA) to avoid plagiarism.
   6.6.W.4 Students will create research papers and/or projects independently for shorter timeframes (e.g., a single sitting or a day or  wo). 

 

Standard 7: Multimodal Literacies

Students will comprehend and communicate knowledge through alphabetic, aural, visual, spatial, and/or gestural
content.
Reading
Students will comprehend and evaluate multimodal content.		 Writing
Students will create multimodal content to communicate effectively.
6.7.R
 Students will compare and contrast the effectiveness of a variety of alphabetic, aural, visual, spatial, and/or gestural content from various perspectives
 6.7.W
 ​Students will create multimodal content (i.e., alphabetic, aural, visual, gestural and/or spatial)  that effectively communicates ideas for an intended audience.
 

 

Standard 8: Independent Reading and Writing

Students will read and write independently for a variety of purposes and periods of time.
Reading
Students will read self-selected texts independently, choosing genres
to suit and expand their personal preferences and purposes.		 Writing
Students will write independently, intentionally selecting modes,
purposes, and audiences.
6.8.R
 Students will read self-selected texts independently and for various lengths of time, choosing  genres to suit and expand their personal preferences and purposes.
 6.8.W
 Students will write independently using print, cursive, and/or typing for various lengths of  time, choosing modes and genres to suit their audience and purpose.

 

Comments (0)

You don't have permission to comment on this page.

Printable version