Reading Standards for Literature** RL.6.IA.1- Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. MORE INFORMATION
** RL.6.IA.2- Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. MORE INFORMATION ** RL.6.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. MORE INFORMATION ** RL.6.2- Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. MORE INFORMATION ** RL.6.3- Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. MORE INFORMATION ** RL.6.4- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. MORE INFORMATION ** RL.6.5- Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. MORE INFORMATION ** RL.6.6- Explain how an author develops the point of view of the narrator or speaker in a text. MORE INFORMATION ** RL.6.7- Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. MORE INFORMATION ** RL.6.8- (Not applicable to literature) MORE INFORMATION ** RL.6.9- Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. MORE INFORMATION ** RL.6.10- By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. MORE INFORMATION Writing Standards** W.6.1- Write arguments to support claims with clear reasons and relevant evidence. MORE INFORMATION
** W.6.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. MORE INFORMATION ** W.6.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well–structured event sequences. MORE INFORMATION ** W.6.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade–specific expectations for writing types are defined in standards 1–3 above.) MORE INFORMATION ** W.6.5- With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.) MORE INFORMATION ** W.6.6- Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. MORE INFORMATION ** W.6.7- Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. MORE INFORMATION ** W.6.8- Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.MORE INFORMATION ** W.6.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. MORE INFORMATION ** W.6.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline–specific tasks, purposes, and audiences. MORE INFORMATION |
Reading Standards for Informational Texts** RI.6.IA.1- Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. MORE INFORMATION
** RI.6.IA.2- Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. MORE INFORMATION ** RI.6.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. MORE INFORMATION ** RI.6.2- Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. MORE INFORMATION ** RI.6.3- Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). MORE INFORMATION ** RI.6.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. MORE INFORMATION ** RI.6.5- Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. MORE INFORMATION ** RI.6.6- Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. MORE INFORMATION ** RI.6.7- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. MORE INFORMATION ** RI.6.8- Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. MORE INFORMATION ** RI.6.9- Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). MORE INFORMATION ** RI.6.10- By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. MORE INFORMATION Speaking and Listening Standards** SL.6.1- Engage effectively in a range of collaborative discussions (one–on–one, in groups, and teacher–led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. MORE INFORMATION
** SL.6.2- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. MORE INFORMATION ** SL.6.3- Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. MORE INFORMATION ** SL.6.IA.5- Prepare and conduct interviews. MORE INFORMATION ** SL.6.IA.6- Participate in public performances. MORE INFORMATION ** SL.6.4- Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. MORE INFORMATION ** SL.6.5- Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. MORE INFORMATION ** SL.6.6- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.) MORE INFORMATION |
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