Standard set
Grade 6
Standards
Showing 175 of 175 standards.
6.V
Vocabulary Development and Word Analysis Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and understanding textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).
6.RS
Reading Literature and Informational Texts - Craft and Structure Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
6.RC
Reading Literature and Informational Text - Comprehension, Response, and Analysis Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works, and literature from many periods.
6.W
Writing – Processes and Features Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6.G
Grammar and Usage Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
6.SL
Speaking and Listening: Comprehension and Collaboration Students adjust their use of spoken language to communicate effectively with a variety of audiences and for different purposes.
6.V.1
Determine word meaning (based on grade six reading)
6.V.2
Understand word relationships
6.V.3
Interpret figurative and connotative meanings of words and phrases as they are used in text.
6.RS.1
Utilize the structural features of media and use the features to obtain information
6.RS.2
Distinguish major categories and features of literary genre (e.g. stories from poems, fiction from non-fiction)
6.RS.3
Describe the structures an author uses to organize specific text
6.RS.4
Determine point of view and cultural context on which media is portrayed
6.RS.5
Analyze nonfiction and informational text
6.RS.6
Expository critique-Assess evidence of nonfiction and informational literature
6.RC.1
Identify a purpose for reading
6.RC.2
Interpret text using background knowledge, literary elements and inferences
6.RC.3
Apply Catholic values, virtues, Catholic Social Teachings in evaluation of literary themes and plots
6.RC.4
Describe how a story’s plot unfolds as well as how characters adapt or change as they move toward a resolution
6.RC.5
Identify and analyze features and themes conveyed through characters, actions and images
6.RC.6
Interpret figurative and connotative meanings of words and phrases, as they are used in text, to develop meaning and tone
6.RC.7
Determine the causes or reasons that link different events, ideas, or information in a text, drawing on key details
6.RC.8
Evaluate, critique, and interpret a variety of literature from different eras, cultures and authors
6.RC.9
Extend awareness of world cultures and historical perspectives through diverse texts, including first-person materials, accounts of historical events, documents and historical fiction.
6.RC.10
Compare and contrast the accounts of a subject in different mediums (e.g. person’s life story told in print, video, or multimedia)
6.RC.11
Distinguish among fact, opinion, propaganda, and reasoned judgment presented
6.RC.12
Assess the similarities and differences between two or more texts on the same subject.
6.RC.13
Expand the use of reference materials for gathering information and develop rubric for evaluating validity of sources from web sources.
6.RC.14
Self-select appropriate texts for research and personal reading
6.W.1
Produce grade appropriate coherent, clear, and legible writing in which organization, development, substance and style are appropriate to task, purpose, and audience
6.W.2
Write routinely for a range of tasks, purposes and audiences, over short and extended time frames
6.W.3
Engage in a writing process of planning, reviewing, revising, editing, rewriting, evaluating or trying a new approach
6.W.4
Emphasize content as well as mechanics in written work
6.W.5
Compose paragraphs that are based on information, flow from reading and describe events and observations
6.W.6
Write for different purposes; information, persuasion, description, and to a specific audience or person, adjusting tone and style as necessary
6.W.7
Write for correspondence
6.W.8
Write narratives
6.W.9
Write expository, informative/explanatory, descriptive, and technical texts
6.W.10
Write a research report that has been developed using a systematic research process
6.W.11
Write in response to literary or informational sources
6.W.12
Write persuasive compositions that state a clear position on a proposition or proposal
6.W.13
Use technology in an appropriate way, including the internet, to produce, publish and interact with others about writing, including linking to and citing online sources in order to avoid plagiarism.
6.G.1
Observe conventions of grammar and usage in writing and speaking
6.G.2
Observe conventions of capitalization, punctuation, and spelling
6.G.3
Use appropriate and varied sentence types to develop paragraphs
6.SL.1
Initiate and engage in group discussions on sixth grade topics and texts being studied in class
6.SL.2
Analyze, evaluate and interpret information presented in visual or multimodal formats
6.SL.3
Present information emphasizing salient points with pertinent descriptions and details, using appropriate manners and speech, adequate volume, clear pronunciation, and use of visuals
6.SL.4
Determine the purpose of a presentation and apply appropriate presentation skills for the particular purpose
6.V.1.a
Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding how the word is used in a sentence, analyzing the word’s sound, spelling, and meaningful parts; consulting glossaries or beginning dictionaries, both print and digital
6.V.1.b
Use known prefixes, root words, and suffixes as a clue to the meaning of an unknown word with the same root (e.g., audience,auditory,audible)
6.V.1.c
Verify the preliminary determination of a word’s meaning (e.g., by checking the inferred meaning in context or looking up a word in the dictionary)
6.V.1.d
Verify the preliminary determination of a word’s meaning (e.g., by checking the inferred meaning in context or looking up a word in the dictionary)
6.V.1.e
Use the etymologies of words to understand the origins and meanings of frequently used English and foreign words in speaking and writing
6.V.2.a
Trace the network of uses and meaning that different words have and the interrelationships among the meanings and uses
6.V.2.c
Distinguish a word from other words with similar denotations but different connotations
6.V.2.c
Identify analogies: word and synonym, word and antonym, part and whole
6.V.3.a
Identify and interpret idioms, metaphors, similes, personification, alliteration, onomatopoeia, hyperbole and sensory language
6.RS.1.a
Identify the structural features of media and use the features to obtain information
6.RS.2.a
Identify different types of fiction and describe the major characteristics of each form
6.RS.2.b
Refer to core elements of stories, plays, and myths, including characters, settings, and plots, when writing or speaking about specific text
6.RS.2.c
Recognize structure of poetry within a variety of poetic forms (e.g., acrostic, couplets, cinquain, free verse, concrete)
6.RS.2.d
Compare and contrast literal and figurative meaning of a poem
6.RS.2.e
Explore literature from diverse cultural backgrounds
6.RS.3.a
Identify how text structure affects meaning, including chronological order, order of importance and special order
6.RS.3.b
Compare and contrast organizational patterns of texts
6.RS.3.c
Explain the effect of flashback and foreshadowing on the development of the plot and meaning of the text
6.RS.4.a
Identify the speaker and recognize the difference between first –person and third-person narration
6.RS.4.b
Describe how an author establishes the point of view of the speaker or a character in a poem, drama or story
6.RS.4.c
Identify how the author’s choice of words, examples, and reasons are used to persuade the reader
6.RS.4.d
Identify how an author’s point of view influences the cultural context of a text
6.RS.4.e
Distinguish personal point of view from that of the characters or author.
6.RS.5.a
Follow multiple-step instructions
6.RS.5.b
Make reasonable statements, conclusions inferences, or predictions about a text, supporting them with evidence from the text.
6.RS.5.c
Connect and clarify main ideas by identifying their relationships to multiple sources and related topics
6.RS.5.d
Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports
6.RS.6.a
determine the appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences
6.RC.1.a
Student will read a variety of texts and genres to build an interest in leisure, academic, and informational reading
6.RC.4.a
Identify the conflict of the plot and explain how it is resolved
6.RC.4.b
Analyze how the traits of the characters and the elements of the setting affect and influence the plot
6.RC.5.a
Analyze how a theme or central idea develops over the course of a text, drawing on key details
6.RC.6.a
Identify the effects of common literary devices such as symbolism, imagery, or metaphor in a variety of texts
6.RC.8.a
Critique the credibility of characters and the degree to which a plot is believable or realistic
6.RC.8.b
Compare and contrast the works of various authors
6.RC.10.a
Analyze which details are emphasized and how the account unfolds in each version.
6.RC.11.a
Identify if a text or media, is fact, opinion, or propaganda
6.RC.12.a
Apply the knowledge gained from two texts to inform the reading additional texts
6.W.2.a
Provisional writing – brief, daily writing that supports learning (brainstorming, spontaneous, routine tasks)
6.W.2.b
Readable writing – intended for an audience (essay test question, assignment –short response answers)
6.W.2.c
Polished writing – engaged in the full writing process (plan, research, reflect, revise; first draft, second draft, final)
6.W.3.a
Revise writing to improve the organization and consistency of ideas within and between paragraphs to improve meaning and clarity.
6.W.3.b
Collaborate with adults and peers throughout the writing process to enhance ideas and techniques
6.W.3.c
Eiscuss ideas for writing, keep lists of ideas, and use a graphic organizer to plan writing
6.W.3.d
Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors
6.W.4.a
Demonstrate the ability to use punctuation to affect meaning and flow in a written piece
6.W.4.b
Apply spelling and grammar rules to all written work
6.W.5.a
Write multi-paragraph informational text that engages the interest of the reader, state a clear purpose, develop the topic with supporting details and precise language, and conclude with a detailed summary linked to the purpose of the summary
6.W.6.a
Use varied word choices to make all types of writing interesting for the reader
6.W.6.b
Use symbols, pictures and charts to convey thoughts and meaning in a written document
6.W.7.a
Friendly and business letters
6.W.7.b
Memos that portray the appropriate tone
6.W.7.c
Thank you notes
6.W.7.d
Email and electronic notes that portray the appropriate tone
6.W.8.a
Engage and orient the reader by establishing a context and point of view, and have an organized sequence of events or experiences
6.W.8.b
Develop narrative elements (e.g., setting, event sequence, characters) using relevant sensory details and devices such as dialogue or suspense
6.W.8.c
Use a variety of transition words, phrases and clauses to convey sequence, shift from one time frame or setting to another, and/or show the relationships among the events and experiences
6.W.8.d
Choose words and phrases to develop the events, experiences, and ideas precisely
6.W.8.e
Provide a satisfying conclusion that follows from events, experiences, or ideas
6.W.9.a
Introduce a topic, state a thesis, organize information appropriate to the purpose, use strategies such as definition, classification, compare/ contrast, and cause/effect and offer evidence to support arguments and conclusions
6.W.9.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples
6.W.9.c
Use appropriate links and varied sentence structures to join and clarify ideas
6.W.9.d
Use straightforward language to create an objective style, appropriate for a reader seeking information
6.W.9.e
Provide a conclusion that follows logically from the information or explanation presented
6.W.9.f
Produce a 5 paragraph essay
6.W.9.g
Identify the need for correct citation of sources to avoid plagiarism
6.W.9.h
Use MLA (or APA) style for bibliography
6.W.10.a
Gather information from experience as well as print and digital resources, take notes on sources, categorize evidence, restate, summarize or paraphrase information
6.W.10.b
Participate in shared research and writing projects
6.W.10.c
Use a variety of resources and documents
6.W.10.d
Demonstrate that sources have been evaluated for accuracy, bias and credibility
6.W.10.e
Demonstrate the distinction between one’s own ideas from the ideas of others
6.W.10.f
Cite sources used
6.W.10.g
Provide basic bibliographic information using MLA or APA format
6.W.11.a
Draw from text to support analysis and reflection describing what has been learned
6.W.11.b
Develop an interpretation that shows careful reading, understanding and insight
6.W.11.c
Reference standards in Reading Literature and Informational Text- Comprehension, Response and Analysis (beginning on page 29)
6.W.12.a
Anticipate and address reader concerns and counterarguments
6.W.12.b
Anticipate and address reader concerns and counterarguments
6.G.1.a
Iidentify and define the functions of the parts of speech including adverbs, adjectives, interjections and conjunctions
6.G.1.b
Identify nouns with particular emphasis on concrete, abstract and collective nouns as a part of speech
6.G.1.c
Use nouns of direct address and appositives
6.G.1.d
Iidentify and use words in the possessive case, nominative case and objective case
6.G.1.e
Demonstrate understanding of and use of predicate nominative and predicate adjective (predicate nouns or subject complements)
6.G.1.f
Identify direct and indirect objects
6.G.1.g
Identify the antecedent of the pronoun and agreement of antecedent with the pronoun
6.G.1.h
Ensure that pronouns are in the proper case (subjective, objective, possessive)
6.G.1.i
Identify and use relative pronouns, intensive/reflexive, possessive, demonstrative, and indefinite pronouns
6.G.1.j
Identify and properly use present perfect, past perfect, and future perfect verb tenses
6.G.1.k
Identify and correctly use verbs that agree with compound subjects
6.G.1.l
Identify and use verb phrases
6.G.2.a
Use correct capitalization rules
6.G.2.b
Use a comma, colon and semi- colon, hyphen, dash, parentheses, and bracketing appropriately
6.G.2.c
Use a comma before the conjunction in a compound sentence, use a semi-colon to connect main clauses
6.G.2.d
Use commas to separate coordinate adjectives (e.g. It was a fascinating, enjoyable movie, but not he wore and old green shirt.)
6.G.2.e
Demonstrate the use of quotation marks
6.G.2.f
Use an apostrophe to form possessive nouns and contractions
6.G.2.g
Spell correctly, frequently misspelled words
6.G.3.a
Use simple, compound and complex sentences
6.G.3.b
Identify and correctly use phrases, prepositional phrases, appositives, main clauses, and subordinate clauses
6.G.3.c
Use effective coordination and subordination of ideas, including both main ideas and supporting details in single sentences to express complete thoughts
6.G.3.d
Use a variety of complex transitions between sentences to build coherency within paragraphs
6.G.3.e
Identify and properly use parallelism to present ideas in a series and items juxtaposed for emphasis
6.SL.1.a
Prepare for discussions by completing reading or conducting research and explicitly draw on that material in discussion
6.SL.1.b
Ask questions that seek information not already discussed
6.SL.1.c
Cooperate with peers to set clear goals and deadlines
6.SL.1.d
Build on the ideas of others by asking relevant questions and contributing appropriate and essential information
6.SL.1.e
Review the key ideas expressed and extend their own ideas in light of new information learned
6.SL1.e
Demonstrate respect for the view of others assessing new ideas against Catholic values
6.SL.2.a
Explain how the information presented clarifies and contributes to a topic or issue under study
6.SL.2.b
Identify the tone, mood and emotion conveyed in the oral communication and relate the speaker’s verbal communication to the nonverbal message
6.SL.2.c
Identify the tone, mood and emotion conveyed in the oral communication and relate the speaker’s verbal communication to the nonverbal message
6.SL.2.d
Provide helpful feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact on the listener
6.SL.2.e
Delineate the claims made by a speaker or presenter and detail what evidence supports which claims
6.SL.3.a
Select a focus, an organizational structure and a point of view, matching the purpose, message and vocal modulation to the audience
6.SL.3.b
Use effective timing, volume and tone to sustain audience interest and attention
6.SL.3.c
Emphasize important points to assist the listener in following the main ideas and concepts
6.SL.3.d
Adapt speech to a variety of contexts and communicative tasks demonstrating command of formal English when indicated or appropriate
6.SL.3.f
Incorporate digital media and visual displays of data when helpful and in a manner that strengthens the presentation
6.SL.4.a
Recite poems, scripture passages, sections of speeches, or dramatic soliloquies using voice modulation, tone and gestures expressively to enhance the meaning
6.SL.4.b
Deliver narrative presentations that establish a context, plot, and point of view, including sensory details and specific language to develop the plot and character, use a range of narrative devices, including dialogue, tension or suspense
6.SL.4.c
Give informative presentations that pose relevant questions sufficiently limited in scope to be completely and thoroughly answered through development of the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information
6.SL.4.d
Deliver descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things or experiences
6.SL.4.e
Provide oral responses to literature that develop an interpretation showing careful reading, understanding, and insight; organize the presentation around several clear ideas, premises or images, develop and justify the interpretation through the use of examples from the text
6.SL.4.f
Make persuasive presentations that provide a clear statement of the position, include relevant evidence, offer a logical sequence of information, engage the listener and try to gain acceptance of the proposition or proposal
6.SL.4.g
Deliver presentations on problems and solutions that theorize on the causes and effects of each problem, establish connections between the defined problem and at least one solution, and offer persuasive evidence to support the definition of the problem and the proposed solutions
Framework metadata
- Source document
- Diocese of Green Bay
- License
- CC BY 4.0 US