Texas homeschool hubGrade 6 · English Language Arts
Grade 6 English Language ArtsTEKS Scope & Sequence
The Texas Essential Knowledge and Skills your grade 6 student covers in english language arts — the same standards state assessments and Texas curricula are built on.
TEKS scope & sequence
175 standardsStandards are ordered by STAAR priority — Readiness standards first, then Supporting, then the rest. Readiness standards carry the most weight on the state assessment.
ReadinessSupportingSTAAR-tested
| TEKS | Standard | STAAR |
|---|---|---|
| 6.10C | revise drafts for clarity, development, organization, style, word choice, and sentence variety; | Readiness |
| 6.11B | compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft; | Readiness |
| 6.11C | compose multi-paragraph argumentative texts using genre characteristics and craft; | Readiness |
| 6.5F | make inferences and use evidence to support understanding; | Readiness |
| 6.5G | evaluate details read to determine key ideas; | Readiness |
| 6.5H | synthesize information to create new understanding; | Readiness |
| 6.7B | analyze how the characters' internal and external responses develop the plot; | Readiness |
| 6.7C | analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; | Readiness |
| 6.9A | explain the author's purpose and message within a text; | Readiness |
| 6.10D | edit drafts using standard English conventions, including: (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments; (ii) consistent, appropriate use of verb tenses; (iii) conjunctive adverbs; (iv) prepositions and prepositional phrases and their influence on subject-verb agreement; (v) pronouns, including relative; (vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor; (vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations; (viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements; and (ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; | Supporting |
| 6.11D | compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure. | Supporting |
| 6.2A | use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech; | Supporting |
| 6.2C | determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus. | Supporting |
| 6.7D | analyze how the setting, including historical and cultural settings, influences character and plot development. | Supporting |
| 6.8A | demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths; | Supporting |
| 6.8C | analyze how playwrights develop characters through dialogue and staging; | Supporting |
| 6.9C | analyze the author's use of print and graphic features to achieve specific purposes; | Supporting |
| 6.9D | describe how the author's use of figurative language such as metaphor and personification achieves specific purposes; | Supporting |
| 6.9E | identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose; | Supporting |
| 6.9F | analyze how the author's use of language contributes to mood and voice; | Supporting |
| 6.9G | explain the differences between rhetorical devices and logical fallacies. | Supporting |
| 6.1 | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively to interpret a message, ask clarifying questions, and respond appropriately; (B) follow and give oral instructions that include multiple action steps; (C) give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; (D) participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement. | — |
| 6.1 | The student uses a variety of word recognition strategies. The student is expected to: (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words; (B) use dictionaries, glossaries, and other sources to confirm pronunciations and meanings of unfamiliar words. | — |
| 6.1 | Understanding the communication process. The student demonstrates a knowledge of communication. The student is expected to: (A) recognize and explain the importance of communication in social, academic, civic, and professional roles; (B) identify the related components of the communication process; (C) identify standards of making communication choices considering appropriateness for self, listener, occasion, and task; (D) identify characteristics of oral language and analyze standards for using oral language appropriately; (E) identify the importance of using appropriate nonverbal communication; (F) identify and explain the components of listening process; (G) identify the kinds of listening and analyze skills related to each type; (H) analyze how perception of self and others affects communication; (I) analyze and develop techniques and strategies for building self-confidence and reducing communication apprehension; (J) identify and explain factors that influence communication decisions such as knowledge, attitudes, and culture; (K) explain the importance of assuming responsibility for communication decisions. | — |
| 6.10 | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests; (B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and (ii) developing an engaging idea reflecting depth of thought with specific facts and details; (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety; (D) edit drafts using standard English conventions, including: (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments; (ii) consistent, appropriate use of verb tenses; (iii) conjunctive adverbs; (iv) prepositions and prepositional phrases and their influence on subject-verb agreement; (v) pronouns, including relative; (vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor; (vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations; (viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements; and (ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; (E) publish written work for appropriate audiences. | — |
| 6.10A | plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests; | — |
| 6.10B | develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and (ii) developing an engaging idea reflecting depth of thought with specific facts and details; | — |
| 6.10E | publish written work for appropriate audiences. | — |
| 6.11 | Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft; (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft; (C) compose multi-paragraph argumentative texts using genre characteristics and craft; (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure. | — |
| 6.11A | compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft; | — |
| 6.12 | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: (A) generate student-selected and teacher-guided questions for formal and informal inquiry; (B) develop and revise a plan; (C) refine the major research question, if necessary, guided by the answers to a secondary set of questions; (D) identify and gather relevant information from a variety of sources; (E) differentiate between primary and secondary sources; (F) synthesize information from a variety of sources; (G) differentiate between paraphrasing and plagiarism when using source materials; (H) examine sources for: (i) reliability, credibility, and bias; and (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype; (I) display academic citations and use source materials ethically; (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | — |
| 6.12A | generate student-selected and teacher-guided questions for formal and informal inquiry; | — |
| 6.12B | develop and revise a plan; | — |
| 6.12C | refine the major research question, if necessary, guided by the answers to a secondary set of questions; | — |
| 6.12D | identify and gather relevant information from a variety of sources; | — |
| 6.12E | differentiate between primary and secondary sources; | — |
| 6.12F | synthesize information from a variety of sources; | — |
| 6.12G | differentiate between paraphrasing and plagiarism when using source materials; | — |
| 6.12H | examine sources for: (i) reliability, credibility, and bias; and (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype; | — |
| 6.12I | display academic citations and use source materials ethically; | — |
| 6.12J | use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | — |
| 6.1A | recognize and explain the importance of communication in social, academic, civic, and professional roles; | — |
| 6.1A | listen actively to interpret a message, ask clarifying questions, and respond appropriately; | — |
| 6.1A | apply knowledge of letter-sound correspondences, language structure, and context to recognize words; | — |
| 6.1B | identify the related components of the communication process; | — |
| 6.1B | use dictionaries, glossaries, and other sources to confirm pronunciations and meanings of unfamiliar words. | — |
| 6.1B | follow and give oral instructions that include multiple action steps; | — |
| 6.1C | identify standards of making communication choices considering appropriateness for self, listener, occasion, and task; | — |
| 6.1C | give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; | — |
| 6.1D | identify characteristics of oral language and analyze standards for using oral language appropriately; | — |
| 6.1D | participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement. | — |
| 6.1E | identify the importance of using appropriate nonverbal communication; | — |
| 6.1F | identify and explain the components of listening process; | — |
| 6.1G | identify the kinds of listening and analyze skills related to each type; | — |
| 6.1H | analyze how perception of self and others affects communication; | — |
| 6.1I | analyze and develop techniques and strategies for building self-confidence and reducing communication apprehension; | — |
| 6.1J | identify and explain factors that influence communication decisions such as knowledge, attitudes, and culture; | — |
| 6.1K | explain the importance of assuming responsibility for communication decisions. | — |
| 6.2 | The student acquires vocabulary through reading and systematic word study. The student is expected to: (A) expand vocabulary by reading, viewing, listening, and discussing; (B) determine word meaning by using context; (C) use spelling, prefixes and suffixes, roots, and word origins to understand meanings; (D) use reference aids such as a glossary, dictionary, thesaurus, and available technology to determine meanings and pronunciations; (E) identify analogies, homonyms, synonyms/antonyms, and connotation/denotation. | — |
| 6.2 | Expressing and responding. The student develops skills for expressing and responding appropriately in a variety of situations. The student is expected to: (A) use appropriate verbal and nonverbal communication skills in interpersonal situations; (B) use reflective empathic listening skills to respond appropriately in interpersonal situations; (C) explain the importance of using tact, courtesy, and assertiveness appropriately in interpersonal situations; (D) identify kinds of groups and analyze basic principles of group dynamics; (E) use appropriate communication skills in groups to make plans or accomplish goals; (F) use appropriate strategies for agreeing or disagreeing in interpersonal and group situations; (G) prepare and present an oral statement on a topic of interest or concern. | — |
| 6.2 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech; (B) use context such as definition, analogy, and examples to clarify the meaning of words; (C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus. | — |
| 6.2A | expand vocabulary by reading, viewing, listening, and discussing; | — |
| 6.2A | use appropriate verbal and nonverbal communication skills in interpersonal situations; | — |
| 6.2B | use reflective empathic listening skills to respond appropriately in interpersonal situations; | — |
| 6.2B | use context such as definition, analogy, and examples to clarify the meaning of words; | — |
| 6.2B | determine word meaning by using context; | — |
| 6.2C | explain the importance of using tact, courtesy, and assertiveness appropriately in interpersonal situations; | — |
| 6.2C | use spelling, prefixes and suffixes, roots, and word origins to understand meanings; | — |
| 6.2D | identify kinds of groups and analyze basic principles of group dynamics; | — |
| 6.2D | use reference aids such as a glossary, dictionary, thesaurus, and available technology to determine meanings and pronunciations; | — |
| 6.2E | use appropriate communication skills in groups to make plans or accomplish goals; | — |
| 6.2E | identify analogies, homonyms, synonyms/antonyms, and connotation/denotation. | — |
| 6.2F | use appropriate strategies for agreeing or disagreeing in interpersonal and group situations; | — |
| 6.2G | prepare and present an oral statement on a topic of interest or concern. | — |
| 6.3 | Participating in social traditions. The student develops an understanding of social traditions. The student is expected to: (A) identify the importance of social traditions and ceremonies in various contexts and cultures; (B) communicate appropriately in a variety of interpersonal social traditions, including making and acknowledging introductions and giving and accepting praise and criticism; (C) employ parliamentary procedure in a group meeting; (D) use effective techniques to prepare, organize, and present a speech for a special occasion; (E) use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media. | — |
| 6.3 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to: (A) adjust fluency when reading grade-level text based on the reading purpose. | — |
| 6.3 | The student reads with fluency and understanding in increasingly demanding texts. The student is expected to: (A) read silently for a variety of purposes with comprehension for sustained periods of time; (B) adjust reading rate based on purposes for reading; (C) read orally at a rate that enables comprehension. | — |
| 6.3A | read silently for a variety of purposes with comprehension for sustained periods of time; | — |
| 6.3A | adjust fluency when reading grade-level text based on the reading purpose. | — |
| 6.3A | identify the importance of social traditions and ceremonies in various contexts and cultures; | — |
| 6.3B | communicate appropriately in a variety of interpersonal social traditions, including making and acknowledging introductions and giving and accepting praise and criticism; | — |
| 6.3B | adjust reading rate based on purposes for reading; | — |
| 6.3C | employ parliamentary procedure in a group meeting; | — |
| 6.3C | read orally at a rate that enables comprehension. | — |
| 6.3D | use effective techniques to prepare, organize, and present a speech for a special occasion; | — |
| 6.3E | use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media. | — |
| 6.4 | Informing. The student expresses and responds appropriately to informative messages. The student is expected to: (A) research ideas and topics to acquire accurate information from a variety of primary, secondary, and technological sources; (B) use appropriate communication skills to request, provide, and respond to information in interpersonal conversations; (C) use appropriate verbal, nonverbal, and listening skills in interviews; (D) use appropriate information and effective critical-thinking skills in group decision-making and problem-solving processes; (E) plan and present an informative group discussion for an audience; (F) plan, research, organize, prepare, and present an informative speech; (G) rehearse speeches to gain command of ideas and information, reduce communication apprehension, develop confidence, and practice presentation skills; (H) use notes, manuscripts, rostrum, and visual and auditory aids appropriately in speeches; (I) use effective verbal and nonverbal communication in presenting informative speeches; (J) apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches; (K) develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes. | — |
| 6.4 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to: (A) self-select text and read independently for a sustained period of time. | — |
| 6.4 | The student comprehends selections using a variety of strategies. The student is expected to: (A) use prior knowledge and experience to comprehend; (B) determine purpose for reading; (C) self-monitor reading and adjust when confusion occurs by rereading, using resources, and questioning; (D) summarize texts by identifying main ideas and relevant details; (E) make inferences such as drawing conclusions and making generalizations or predictions, supporting them with prior experiences and textual evidence; (F) analyze and use both narrative and expository text structures: sequence, description, problem/solution, compare/contrast, and cause/effect; (G) make connections and find patterns, similarities, and differences across texts; (H) construct visual images based on text descriptions; (I) determine important ideas from texts and oral presentations; (J) manage text by using practices such as previewing, highlighting, making marginal notes, notetaking, outlining, and journaling; (K) use questioning to enhance comprehension before, during, and after reading. | — |
| 6.4A | self-select text and read independently for a sustained period of time. | — |
| 6.4A | research ideas and topics to acquire accurate information from a variety of primary, secondary, and technological sources; | — |
| 6.4A | use prior knowledge and experience to comprehend; | — |
| 6.4B | use appropriate communication skills to request, provide, and respond to information in interpersonal conversations; | — |
| 6.4B | determine purpose for reading; | — |
| 6.4C | use appropriate verbal, nonverbal, and listening skills in interviews; | — |
| 6.4C | self-monitor reading and adjust when confusion occurs by rereading, using resources, and questioning; | — |
| 6.4D | summarize texts by identifying main ideas and relevant details; | — |
| 6.4D | use appropriate information and effective critical-thinking skills in group decision-making and problem-solving processes; | — |
| 6.4E | make inferences such as drawing conclusions and making generalizations or predictions, supporting them with prior experiences and textual evidence; | — |
| 6.4E | plan and present an informative group discussion for an audience; | — |
| 6.4F | plan, research, organize, prepare, and present an informative speech; | — |
| 6.4F | analyze and use both narrative and expository text structures: sequence, description, problem/solution, compare/contrast, and cause/effect; | — |
| 6.4G | rehearse speeches to gain command of ideas and information, reduce communication apprehension, develop confidence, and practice presentation skills; | — |
| 6.4G | make connections and find patterns, similarities, and differences across texts; | — |
| 6.4H | construct visual images based on text descriptions; | — |
| 6.4H | use notes, manuscripts, rostrum, and visual and auditory aids appropriately in speeches; | — |
| 6.4I | use effective verbal and nonverbal communication in presenting informative speeches; | — |
| 6.4I | determine important ideas from texts and oral presentations; | — |
| 6.4J | manage text by using practices such as previewing, highlighting, making marginal notes, notetaking, outlining, and journaling; | — |
| 6.4J | apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches; | — |
| 6.4K | use questioning to enhance comprehension before, during, and after reading. | — |
| 6.4K | develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes. | — |
| 6.5 | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (A) establish purpose for reading assigned and self-selected text; (B) generate questions about text before, during, and after reading to deepen understanding and gain information; (C) make and correct or confirm predictions using text features, characteristics of genre, and structures; (D) create mental images to deepen understanding; (E) make connections to personal experiences, ideas in other texts, and society; (F) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas; (H) synthesize information to create new understanding; (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. | — |
| 6.5 | Persuading. The student expresses and responds appropriately to persuasive messages. The student is expected to: (A) recognize and develop skills for analyzing persuasive strategies such as propaganda devices and emotional appeals; (B) respond appropriately to persuasive messages in situations such as accepting or rejecting peer pressure and making or responding to requests; (C) plan, research, organize, prepare, and present a persuasive speech; (D) demonstrate persuasive skills in informal or formal argumentation, discussions, or debates; (E) develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations. | — |
| 6.5 | The student reads texts to find information on self-selected and assigned topics. The student is expected to: (A) generate relevant, interesting, and researchable questions; (B) locate appropriate print and non-print information using text and technical resources; (C) organize and record new information in systematic ways to develop notes, charts, and graphic organizers; (D) communicate information gained from reading; (E) use compiled information and knowledge to raise additional unanswered questions; (F) use text organizers such as overviews, headings, and graphic features to locate and categorize information. | — |
| 6.5A | generate relevant, interesting, and researchable questions; | — |
| 6.5A | recognize and develop skills for analyzing persuasive strategies such as propaganda devices and emotional appeals; | — |
| 6.5A | establish purpose for reading assigned and self-selected text; | — |
| 6.5B | generate questions about text before, during, and after reading to deepen understanding and gain information; | — |
| 6.5B | respond appropriately to persuasive messages in situations such as accepting or rejecting peer pressure and making or responding to requests; | — |
| 6.5B | locate appropriate print and non-print information using text and technical resources; | — |
| 6.5C | plan, research, organize, prepare, and present a persuasive speech; | — |
| 6.5C | organize and record new information in systematic ways to develop notes, charts, and graphic organizers; | — |
| 6.5C | make and correct or confirm predictions using text features, characteristics of genre, and structures; | — |
| 6.5D | create mental images to deepen understanding; | — |
| 6.5D | communicate information gained from reading; | — |
| 6.5D | demonstrate persuasive skills in informal or formal argumentation, discussions, or debates; | — |
| 6.5E | use compiled information and knowledge to raise additional unanswered questions; | — |
| 6.5E | make connections to personal experiences, ideas in other texts, and society; | — |
| 6.5E | develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations. | — |
| 6.5F | use text organizers such as overviews, headings, and graphic features to locate and categorize information. | — |
| 6.5I | monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. | — |
| 6.6 | The student reads for different purposes in varied sources, both narrative and expository. The student is expected to: (A) read to enjoy, to complete a task, to gather information, to be informed, to solve problems, to answer questions, to analyze, to interpret, and to evaluate; (B) read sources such as literature, diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and technical documents; (C) understand and interpret visual representations. | — |
| 6.6 | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (A) describe personal connections to a variety of sources, including self-selected texts; (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres; (C) use text evidence to support an appropriate response; (D) paraphrase and summarize texts in ways that maintain meaning and logical order; (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; (F) respond using newly acquired vocabulary as appropriate; (G) discuss and write about the explicit or implicit meanings of text; (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; (I) reflect on and adjust responses as new evidence is presented. | — |
| 6.6 | Creating and imagining. The student uses imagination and creativity to prepare and perform various types of literature. The student is expected to: (A) use imagination to plan, organize, and tell stories; (B) use appropriate verbal and nonverbal skills to share stories; (C) select, analyze, adapt, interpret, and rehearse a variety of literary selections; (D) use effective group decision-making skills in group performances; (E) use appropriate verbal and nonverbal skills in individual or group interpretations of literature; (F) use appreciative and critical-listening skills to respond appropriately to class, public, or media performances. | — |
| 6.6A | read to enjoy, to complete a task, to gather information, to be informed, to solve problems, to answer questions, to analyze, to interpret, and to evaluate; | — |
| 6.6A | use imagination to plan, organize, and tell stories; | — |
| 6.6A | describe personal connections to a variety of sources, including self-selected texts; | — |
| 6.6B | read sources such as literature, diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and technical documents; | — |
| 6.6B | use appropriate verbal and nonverbal skills to share stories; | — |
| 6.6B | write responses that demonstrate understanding of texts, including comparing sources within and across genres; | — |
| 6.6C | select, analyze, adapt, interpret, and rehearse a variety of literary selections; | — |
| 6.6C | use text evidence to support an appropriate response; | — |
| 6.6C | understand and interpret visual representations. | — |
| 6.6D | use effective group decision-making skills in group performances; | — |
| 6.6D | paraphrase and summarize texts in ways that maintain meaning and logical order; | — |
| 6.6E | interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; | — |
| 6.6E | use appropriate verbal and nonverbal skills in individual or group interpretations of literature; | — |
| 6.6F | use appreciative and critical-listening skills to respond appropriately to class, public, or media performances. | — |
| 6.6F | respond using newly acquired vocabulary as appropriate; | — |
| 6.6G | discuss and write about the explicit or implicit meanings of text; | — |
| 6.6H | respond orally or in writing with appropriate register, vocabulary, tone, and voice; | — |
| 6.6I | reflect on and adjust responses as new evidence is presented. | — |
| 6.7 | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: (A) infer multiple themes within and across texts using text evidence; (B) analyze how the characters' internal and external responses develop the plot; (C) analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; (D) analyze how the setting, including historical and cultural settings, influences character and plot development. | — |
| 6.7 | The student formulates and supports responses to various types of texts. The student is expected to: (A) respond actively to texts in both aesthetic and critical ways; (B) respond to text through discussion, journal writing, performance, and visual representation; (C) support responses by using prior knowledge and experience and/or citing textual evidence which may consist of a direct quotation, paraphrase, or specific synopsis. | — |
| 6.7A | respond actively to texts in both aesthetic and critical ways; | — |
| 6.7A | infer multiple themes within and across texts using text evidence; | — |
| 6.7B | respond to text through discussion, journal writing, performance, and visual representation; | — |
| 6.7C | support responses by using prior knowledge and experience and/or citing textual evidence which may consist of a direct quotation, paraphrase, or specific synopsis. | — |
| 6.8 | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths; (B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms; (C) analyze how playwrights develop characters through dialogue and staging; (D) analyze characteristics and structural elements of informational text, including: (i) the controlling idea or thesis with supporting evidence; (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and (iii) organizational patterns such as definition, classification, advantage, and disadvantage; (E) analyze characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author uses various types of evidence to support the argument; and (iii) identifying the intended audience or reader; (F) analyze characteristics of multimodal and digital texts. | — |
| 6.8 | The student reads critically to evaluate texts in order to determine the credibility of sources. The student is expected to: (A) evaluate the credibility of informational sources and their relevance for assigned and self-selected topics; (B) evaluate how a writer's motivation, stance, or position may affect text credibility, structure, or tone; (C) analyze aspects of text, such as patterns of organization and choice of language, for persuasive effect; (D) recognize modes of reasoning, such as induction and deduction; (E) recognize logical and illogical arguments in text. | — |
| 6.8A | evaluate the credibility of informational sources and their relevance for assigned and self-selected topics; | — |
| 6.8B | evaluate how a writer's motivation, stance, or position may affect text credibility, structure, or tone; | — |
| 6.8B | analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms; | — |
| 6.8C | analyze aspects of text, such as patterns of organization and choice of language, for persuasive effect; | — |
| 6.8D | analyze characteristics and structural elements of informational text, including: (i) the controlling idea or thesis with supporting evidence; (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and (iii) organizational patterns such as definition, classification, advantage, and disadvantage; | — |
| 6.8D | recognize modes of reasoning, such as induction and deduction; | — |
| 6.8E | analyze characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author uses various types of evidence to support the argument; and (iii) identifying the intended audience or reader; | — |
| 6.8E | recognize logical and illogical arguments in text. | — |
| 6.8F | analyze characteristics of multimodal and digital texts. | — |
| 6.9 | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: (A) explain the author's purpose and message within a text; (B) analyze how the use of text structure contributes to the author's purpose; (C) analyze the author's use of print and graphic features to achieve specific purposes; (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes; (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose; (F) analyze how the author's use of language contributes to mood and voice; (G) explain the differences between rhetorical devices and logical fallacies. | — |
| 6.9 | The student reads to increase knowledge of own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) compare text events with personal and other readers' experiences; (B) recognize and discuss literary themes and connections that cross cultures. | — |
| 6.9A | compare text events with personal and other readers' experiences; | — |
| 6.9B | analyze how the use of text structure contributes to the author's purpose; | — |
| 6.9B | recognize and discuss literary themes and connections that cross cultures. | — |