Courses of Study : English Language Arts (Grade 6)

Recurring Standards
Reception
English Language Arts (2021)
Grade(s): 6
All Resources: 21
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 16
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
  • Active listening
  • Discussion
  • Conversation
  • Rules
  • Participation
Knowledge:
R1. Students know:
  • Active listening skills.
  • How to engage in discussions and conversations in a variety of settings.
  • Agreed-upon rules for participation.
Skills:
R1. Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.
Understanding:
R1. Students understand that:
  • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts (2021)
Grade(s): 6
All Resources: 4
Classroom Resources: 4
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
Unpacked Content
Teacher Vocabulary:
R2.
  • Context clues
  • Determine
  • Unfamiliar spoken words
  • Unfamiliar written words
Knowledge:
R2. Students know:
  • Context clues in speech or text can provide the meaning of unfamiliar words.
  • There are different types of context clues, including inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
  • Context clues in text are often indicated by punctuation marks.
Skills:
R2. Students are able to:
  • Use context clues to determine the meanings of unfamiliar words in speech.
  • Use context clues to determine the meanings of unfamiliar words in text.
Understanding:
R2. Students understand that:
  • An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
Expression
English Language Arts (2021)
Grade(s): 6
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R3.
  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively
Knowledge:
R3. Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.
Skills:
R3. Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.
Understanding:
R3. Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021)
Grade(s): 6
All Resources: 19
Learning Activities: 4
Lesson Plans: 1
Classroom Resources: 14
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R4.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R4. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R4. Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.
Understanding:
R4. Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts (2021)
Grade(s): 6
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
Unpacked Content
Teacher Vocabulary:
R5.
  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone
Knowledge:
R5. Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.
Skills:
R5. Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.
Understanding:
R5. Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts (2021)
Grade(s): 6
All Resources: 1
Classroom Resources: 1
R6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Unpacked Content
Teacher Vocabulary:
R6.
  • Adapt
  • Speech
  • Contexts
  • Tasks
  • Command
  • Formal English
Knowledge:
R6. Students know:
  • Some contexts and tasks require formal English speech, while others permit more casual speech.
Skills:
R6. Students are able to:
  • Adapt speech to a variety of contexts and tasks.
  • Demonstrate command of formal spoken English when appropriate.
Understanding:
R6. Students understand that:
  • Certain contexts and tasks will require them to speak in formal English.
  • They can change their speech, such as the vocabulary and sentence structure used, depending on the occasion.
Critical Literacy
Process and employ information for a variety of academic, occupational, and personal purposes.
Reception
Reading
English Language Arts (2021)
Grade(s): 6
All Resources: 10
Learning Activities: 1
Classroom Resources: 9
1. Identify and explain an author's rhetorical choices, including point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.
Unpacked Content
Teacher Vocabulary:
1.
  • Rhetorical choices
  • Point of view
  • Purpose
  • Anecdotes
  • Figurative word meaning
  • Connotative word meaning
  • Technical word meaning
  • Central idea
  • Supporting idea
Knowledge:
1. Students know:
  • Authors make specific rhetorical choices in their writing to convey meaning.
  • Rhetorical devices include point of view, purpose, personal anecdotes, and word choice.
  • Authors develop the main idea of the text by including supporting details to further elaborate on the text's central meaning.
Skills:
1. Students are able to:
  • Identify an author's rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Explain why an author made particular rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Explain how an author's rhetorical choices developed the central and supporting ideas of the text.
Understanding:
1. Students understand that:
  • When writing a text, authors make specific decisions about the structure, format, and vocabulary to accurately convey their central idea.
English Language Arts (2021)
Grade(s): 6
All Resources: 11
Learning Activities: 5
Lesson Plans: 1
Classroom Resources: 5
2. Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.
Unpacked Content
Teacher Vocabulary:
2.
  • Inferences
  • Logical conclusions
  • Content
  • Structures
  • Informational text
  • Comparison and contrast
  • Problem and solution
  • Claims and evidence
  • Cause and effect
  • Description
  • Sequencing
Knowledge:
2. Students know:
  • Explicit information in a text, like its content and structure, can be used to draw conclusions and support inferences.
  • Text can be structured in different ways, depending on the type of information that is being communicated.
  • A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • A description text structure describes a topic by listing characteristics, features, attributes, and examples.
  • Sequencing text structure presents ideas or events in the order in which they happen.
Skills:
2. Students are able to:
  • Identify the structure of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.
  • Make inferences and draw conclusions from the content and structure of informational texts.
Understanding:
2. Students understand that:
  • Informational text provides explicit information in its content and structure that can be used to draw conclusions and support inferences.
  • Informational text generally follows a particular structure, and identifying this structure can help them better comprehend and analyze the text.
English Language Arts (2021)
Grade(s): 6
All Resources: 19
Learning Activities: 6
Classroom Resources: 13
3. Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.
Unpacked Content
Teacher Vocabulary:
3.
  • Setting
  • Plot
  • Characters
  • Theme
  • Conflict
  • Dialogue
  • Point of view
  • Prose
  • Poetry
  • Textual evidence
Knowledge:
3. Students know:
  • Authors of prose and poetry use literary elements, such as setting, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and drive the plot.
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
  • Analysis of a text should be supported with text evidence from the writing.
Skills:
3. Students are able to:
  • Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry.
  • Explain how literary elements contribute to the meaning and purpose of prose and poetry.
  • Support their explanations of literary elements with textual evidence.
Understanding:
3. Students understand that:
  • Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
  • Literary elements contribute to the meaning of poetry and prose.
  • When they analyze a text, they should include text evidence to support their claims.
English Language Arts (2021)
Grade(s): 6
All Resources: 4
Classroom Resources: 4
4. Describe the use of literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood, and indicate how they support interpretations of the text.
Unpacked Content
Teacher Vocabulary:
4.
  • Literary devices
  • Prose
  • Poetry
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Tone
  • Imagery
  • Irony
  • Symbolism
  • Mood
Knowledge:
4. Students know:
  • Authors of prose and poetry often include literary devices and figurative language in a text to create a particular tone and mood.
  • Analyzing literary devices that are used in a text can support a personal interpretation of a text.
Skills:
4. Students are able to:
  • Identify literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood.
  • Describe how an author's use of literary devices in prose and poetry supports their interpretation of the text.
Understanding:
4. Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Analyzing an author's use of literary devices in a text can help them interpret and comprehend the text.
Listening
English Language Arts (2021)
Grade(s): 6
All Resources: 2
Classroom Resources: 2
5. Evaluate the development of central and supporting ideas in recorded or live presentations by examining the speaker's rhetorical choices regarding point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
Unpacked Content
Teacher Vocabulary:
5.
  • Central idea
  • Supporting idea
  • Recorded presentations
  • Live presentations
  • Rhetorical choices
  • Point of view
  • Purpose
  • Anecdotes
  • Figurative word meaning
  • Connotative word meaning
  • Technical word meaning
Knowledge:
5. Students know:
  • Speakers make specific rhetorical choices in their presentations to convey meaning.
  • Rhetorical devices include point of view, purpose, personal anecdotes, and word choice.
  • Speakers develop the main idea of their presentation by including supporting details to further elaborate on the presentation's central meaning.
Skills:
5. Students are able to:
  • Identify a speaker's rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Explain why a speaker made particular rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Evaluate how a speaker's rhetorical choices developed the central and supporting ideas of the presentation.
Understanding:
5. Students understand that:
  • When creating and presenting a presentation, speakers make specific decisions about structure, format, and vocabulary to accurately convey their central idea.
English Language Arts (2021)
Grade(s): 6
All Resources: 0
6. Support interpretations of recorded or live presentations by examining the speaker's use of hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia.
Unpacked Content
Teacher Vocabulary:
6.
  • Recorded presentations
  • Live presentations
  • Hyperbole
  • Tone
  • Symbolism
  • Imagery
  • Mood
  • Irony
  • Onomatopoeia
Knowledge:
6. Students know:
  • Speakers often include literary techniques and figurative language to create a particular tone and mood.
  • Analyzing literary devices that are used in a presentation can support understanding of the presentation.
Skills:
6. Students are able to:
  • Identify hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in presentations.
  • Describe how an author's use of literary techniques supports their interpretation of the presentation.
Understanding:
6. Students understand that:
  • Speakers often use figurative language and literary techniques to develop tone and mood in their presentations.
  • Analyzing a speaker's use of literary techniques in a presentation can help them interpret and comprehend the meaning of the presentation.
Expression
Writing
English Language Arts (2021)
Grade(s): 6
All Resources: 27
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 24
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
Unpacked Content
Teacher Vocabulary:
7.
  • Narrative writing
  • Argument writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language
7a.
  • Narratives
  • Literary elements
  • Characters
  • Plot
  • Setting
  • Point of view
  • Conflict resolution
  • Dialogue
  • Sensory details
7b.
  • Informative text
  • Explanatory text
  • Organized structure
  • Formal style
  • Point of view
  • Clear purpose
  • Credible evidence
  • Technical word meaning
7c.
  • Argument
  • Claim
  • Evidence
  • Credible source
Knowledge:
7. Students know:
  • A narrative is a piece of writing that tells a story.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.
7a.
  • A narrative is a piece of writing that tells a story.
  • Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution.
  • The plot is a series of events in a narrative text.
  • Dialogue is a conversation between two or more characters in a text.
  • Sensory details use descriptions of the five senses.
7b.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources.
  • Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
  • Informative or explanatory writing should include academic, content-specific technical word meanings.
7c.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement.
  • Evidence to support the argument must be collected from various credible sources.
Skills:
7. Students are able to:
  • Produce clear, coherent narrative, argument, and informative/explanatory writings.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
  • Demonstrate command of the written language.
7a.
  • Write a narrative with a logical sequence of plot events.
  • Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution.
  • Include dialogue and sensory details in narrative writing.
7b.
  • Gather credible information from multiple sources.
  • Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words.
7c.
  • Write an argument to convince a reader to take action or adopt a position.
  • Include a claim, relevant evidence, and a conclusion in argumentative writing.
  • Gather evidence from credible sources to support the claim.
Understanding:
7. Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
  • Formal academic writing should display their command of the English language.
7a.
  • Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution.
  • Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging.
7b.
  • Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion.
  • They must gather their facts about the topic from multiple credible research sources.
  • Writers elaborate details included in the text by using formal academic, content-specific technical words.
7c.
  • To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.
Speaking
English Language Arts (2021)
Grade(s): 6
All Resources: 6
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 2
8. Participate in collaborative discussions using information from a source.
Unpacked Content
Teacher Vocabulary:
8.
  • Collaborative discussions
  • Source
Knowledge:
8. Students know:
  • The purpose of collaborative discussions using information from a source.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.
Skills:
8. Students are able to:
  • Engage in a collaborative discussion.
  • Use information from a source to support their discussion.
Understanding:
8. Students understand that:
  • Information they learn from a source can support collaborative discussions.
English Language Arts (2021)
Grade(s): 6
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
9. Participate in collaborative discussions about literary devices and elements found in prose and poetry.
Unpacked Content
Teacher Vocabulary:
9.
  • Collaborative discussions
  • Literary devices
  • Literary elements
  • Prose
  • Poetry
Knowledge:
9. Students know:
  • The purpose of collaborative discussions related to prose and poetry.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.
  • Literary text often includes literary devices, such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
  • Literary elements within a story include the theme, plot, and point of view.
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
Skills:
9. Students are able to:
  • Engage in a collaborative discussion.
  • Identify and discuss literary devices and elements in poetry and prose.
Understanding:
9. Students understand that:
  • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
Digital Literacy
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Reception
Reading
English Language Arts (2021)
Grade(s): 6
All Resources: 1
Classroom Resources: 1
10. Determine subject, occasion, audience, purpose, tone, and credibility of digital sources.

Examples: online academic journals, social media, blogs, podcasts
Unpacked Content
Teacher Vocabulary:
10.
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
  • Credibility
  • Digital sources
Knowledge:
10. Students know:
  • Digital sources, such as online academic journals, social media, blogs, and podcasts, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
Skills:
10. Students are able to:
  • Determine subject, occasion, audience, purpose, tone, and credibility of digital sources.
Understanding:
10. Students understand that:
  • It is important to evaluate the credibility of digital sources.
  • Digital sources will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.
English Language Arts (2021)
Grade(s): 6
All Resources: 8
Learning Activities: 5
Lesson Plans: 1
Classroom Resources: 2
11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.
Unpacked Content
Teacher Vocabulary:
11.
  • Written text
  • Visual text
  • Digital text
  • Interactive text
  • Literal questions
  • Interpretive questions
  • Applied questions
Knowledge:
11. Students know:
  • There are a variety of text sources, including written text, visual text, digital text, and interactive text.
  • Text sources can be used to create and answer questions.
  • Literal questions are those that can be answered using information directly from the text.
  • Interpretive questions are those that can be answered by inferring information from the text.
  • Applied questions are those that can be answered using information inferred from the text and a reader's background knowledge and experience.
Skills:
11. Students are able to:
  • Use written, visual, digital, and interactive texts to create and answer questions.
  • Create and answer literal, interpretive, and applied questions.
Understanding:
11. Students understand that:
  • There are three levels of questions that can be generated: literal, interpretive, and applied.
  • They can use written, visual, digital, and interactive texts to create and answer all three levels of questions.
Listening
English Language Arts (2021)
Grade(s): 6
All Resources: 0
12. Interpret language to determine subject, occasion, audience, purpose, and credibility of digital sources, with guidance and support.
Unpacked Content
Teacher Vocabulary:
12.
  • Interpret
  • Subject
  • Audience
  • Occasion
  • Purpose
  • Credibility
  • Digital sources
  • Guidance
  • Support
Knowledge:
12. Students know:
  • Active listening skills.
  • Digital sources, such as online academic journals, social media, blogs, and podcasts, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
Skills:
12. Students are able to:
With guidance and support,
  • Interpret the language of digital sources to determine the subject, occasion, audience, purpose, and credibility.
Understanding:
12. Students understand that:
  • It is important to evaluate the credibility of digital sources.
  • They can determine the subject, occasion, audience, and purpose of digital sources by identifying the intended meaning of the source.
    Expression
    Writing
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 10
    Learning Activities: 2
    Classroom Resources: 8
    13. Create and edit digital products that are appropriate in subject and purpose for a particular audience or occasion.

    Examples: social media posts, blog posts, podcast episodes, infographics
    Unpacked Content
    Teacher Vocabulary:
    13.
    • Digital products
    • Subject
    • Purpose
    • Audience
    • Occasion
    Knowledge:
    13. Students know:
    • Necessary skills to create and edit digital products, such as social media posts, blog posts, podcast episodes, and infographics.
    • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.
    Skills:
    13. Students are able to:
    • Create digital products with attention to subject and purpose for different audiences and occasions.
    • Edit digital products with attention to subject and purpose for different audiences and occasions.
    Understanding:
    13. Students understand that:
    • Digital products can be used to communicate with a variety of audiences and occasions.
    • They should modify the subject and purpose of their digital products depending on the audience and occasion.
    Speaking
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 3
    Learning Activities: 1
    Classroom Resources: 2
    14. Enhance oral presentations by introducing ideas in digital formats with specific attention to subject, occasion, audience, and purpose.

    Examples: speaking to defend or explain a digital poster, multimedia presentation, or video
    Unpacked Content
    Teacher Vocabulary:
    14.
    • Oral presentation
    • Subject
    • Occasion
    • Audience
    • Purpose
    Knowledge:
    14. Students know:
    • Oral presentation skills.
    • Strategies to introduce ideas in digital formats, such as speaking to defend or explain a digital poster, multimedia presentation, or video.
    • Methods to determine the subject, occasion, audience, and purpose of an oral presentation.
    Skills:
    14. Students are able to:
    • Introduce ideas in digital formats to enhance oral presentations.
    • Identify the subject, occasion, audience, and purpose of an oral presentation.
    Understanding:
    14. Students understand that:
    • Digital formats can enhance their oral presentation.
    • Prior to an oral presentation, they should identify the subject of the presentation, the occasion for the presentation, the intended audience, and the purpose of the presentation.
    Language Literacy
    Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
    Reception
    Reading
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 7
    Classroom Resources: 7
    15. Identify the conventions of standard English grammar and usage in published texts.

    a. Identify subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, and with indefinite pronouns as subjects.

    b. Evaluate pronoun usage for number and case.

    Examples: subjective, objective, possessive

    c. Identify common errors in pronoun usage.

    Examples: person, number, ambiguous antecedents
    Unpacked Content
    Teacher Vocabulary:
    15.
    • Conventions
    • Standard English grammar
    • Standard English usage
    • Published texts
    15a.
    • Subject-verb agreement
    • Prepositional phrase
    • Inverted word order
    • Indefinite pronouns
    15b.
    • Pronoun
    • Number
    • Case
    15c.
    • Pronoun
    Knowledge:
    15. Students know:
    • The conventions of standard English grammar and usage.
    15a.
    • The subject of a sentence is connected to a verb, and the subject and verb must match in number, case, and person.
    15b.
    • Pronouns show the number of individuals involved; there are two numbers: singular and plural.
    • There are three cases of pronouns: subjective, objective, and possessive.
    15c.
    • Pronoun forms should indicate the correct number and person.
    • Pronouns should not have ambiguous antecedents.
    Skills:
    15. Students are able to:
    • Identify conventions of standard English grammar and usage in texts.
    15a.
    • Identify subject-verb agreement when a sentence is interrupted by a prepositional phrase.
    • Identify subject-verb agreement in a sentence with inverted word order.
    • Identify subject-verb agreement when the subject is an indefinite pronoun.
    15b.
    • Evaluate pronoun usage for number and case in published texts.
    15c.
    • Identify errors in pronoun usage, such as person, number, and ambiguous antecedents.
    Understanding:
    15. Students understand that:
    • Published texts can provide examples of the appropriate use of the conventions of standard English grammar and usage.
    15a.
    • Authors should ensure subject-verb agreement in all sentences, including those with interrupting prepositional phrases, inverted word order, and indefinite pronouns.
    15b.
    • A personal pronoun indicates the number of individuals, and the case of the pronoun indicates its role in the sentence.
    • Authors should use pronouns with the correct pronoun and case.
    15c.
    • Authors can clearly communicate in writing by using pronouns correctly.
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 2
    Classroom Resources: 2
    16. Identify the conventions of standard English capitalization, punctuation, and spelling in published texts.

    a. Identify commas, parentheses, and dashes that are used to set off nonrestrictive or parenthetical elements in texts from various genres.

    Examples: poetry, informational texts, narratives
    Unpacked Content
    Teacher Vocabulary:
    16.
    • Conventions
    • Standard English capitalization
    • Standard English punctuation
    • Standard English spelling
    16a.
    • Commas
    • Parentheses
    • Dashes
    • Nonrestrictive elements
    • Parenthetical elements
    • Genres
    Knowledge:
    16. Students know:
    • The conventions of standard English capitalization, punctuation, and spelling.
    16a.
    • Commas, parentheses, and dashes are used to set off nonrestrictive or parenthetical elements in texts.
    • A nonrestrictive or parenthetical element is a part of a sentence that can be removed without changing the sentence's meaning.
    • There are multiple genres of text, including poetry, informational text, and narratives.
    Skills:
    16. Students are able to:
    • Identify the conventions of standard English capitalization, punctuation, and spelling in texts.
    16a.
    • Identify punctuation marks that are used to set off nonrestrictive and parenthetical elements in texts from a variety of genres.
    Understanding:
    16. Students understand that:
    • Published texts can provide examples of the appropriate use of the conventions of standard English capitalization, punctuation, and spelling.
    16a.
    • Published texts can provide examples of the appropriate use of punctuation marks to set off nonrestrictive or parenthetical elements.
    Listening
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 0
    17. Assess a speaker's organizational choices to determine point of view, purpose, and effectiveness.
    Unpacked Content
    Teacher Vocabulary:
    17.
    • Organizational choices
    • Point of view
    • Purpose
    • Effectiveness
    Knowledge:
    17. Students know:
    • Speakers organize their speech to indicate the point of view and purpose of the presentation.
    • Listeners can assess a speaker's organizational choices to determine the effectiveness of the presentation.
    Skills:
    17. Students are able to:
    • Identify and describe a speaker's organizational choices, such as point of view and purpose.
    • Assess a speaker's organizational choices to determine the effectiveness of the presentation.
    Understanding:
    17. Students understand that:
    • Speakers make organizational choices that affect the overall effectiveness of their presentations.
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 1
    Learning Activities: 1
    18. Identify a speaker's correct usage of language, including subject-verb agreement and pronouns.
    Unpacked Content
    Teacher Vocabulary:
    18.
    • Subject-verb agreement
    • Pronouns
    Knowledge:
    18. Students know:
    • Speakers should use correct language, including appropriate subject-verb agreement and pronouns.
    Skills:
    18. Students are able to:
    • Identify the correct usage of spoken language, including subject-verb agreement and pronouns.
    Understanding:
    18. Students understand that:
    • Speakers can provide examples of the correct usage of language.
    Expression
    Writing
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 5
    Learning Activities: 3
    Classroom Resources: 2
    19. Demonstrate command of standard English grammar, usage, and mechanics when writing.

    a. Use commas, parentheses, or dashes to set off nonrestrictive or parenthetical elements.

    b. Revise writing for correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semicolons.

    c. Compose and revise writing by using various pronouns and their antecedents correctly.

    Examples: personal, intensive, reflexive, demonstrative, relative, interrogative, indefinite

    Unpacked Content
    Teacher Vocabulary:
    19.
    • Standard English grammar
    • Standard English usage
    • Standard English mechanics
    19a.
    • Commas
    • Parentheses
    • Dashes
    • Nonrestrictive elements
    • Parenthetical elements
    19b.
    • Mechanics
    • Commas
    • Apostrophes
    • Quotation marks
    • Colons
    • Semicolons
    19c.
    • Pronouns
    • Antecedents
    Knowledge:
    19. Students know:
    • The conventions of standard English grammar, usage, and mechanics.
    19a.
    • Commas, parentheses, and dashes are used to set off nonrestrictive or parenthetical elements.
    • A nonrestrictive or parenthetical element is a part of a sentence that can be removed without changing the sentence's meaning.
    19b.
    • Commas, apostrophes, quotation marks, colons, and semicolons are punctuation marks that are used in writing for different purposes.
    • Standard English punctuation conventions.
    • Strategies for revising writing.
    19c.
    • A pronoun is a word that can replace a noun in a sentence.
    • There are various types of pronouns, including persona, intensive, reflexive, demonstrative, relative, interrogative, and indefinite.
    • The noun that is replaced by a pronoun is called an antecedent.
    • Standard English grammar and usage conventions.
    • Strategies for revising writing.
    Skills:
    19. Students are able to:
    • Demonstrate written command of standard English, grammar, usage, and mechanics.
    19a.
    • Correctly use commas, parentheses, or dashes to set off nonrestrictive or parenthetical elements in writing.
    19b.
    • Identify the incorrect usage of commas, apostrophes, quotation marks, colons, and semicolons in writing.
    • Revise writing to correct errors in commas, apostrophe, quotation mark, colon, and semicolon usage.
    19c.
    • Compose writing with various pronouns and antecedents used correctly.
    • Revise writing to correct errors in pronoun and antecedent usage.
    Understanding:
    19. Students understand that:
    • To clearly communicate in writing, they. must use standard English grammar, usage, and mechanics.
    19a.
    • To ensure their writing is clear and coherent, they must set off nonrestrictive or parenthetical elements with commas, parenthesis, or dashes.
    19b.
    • Their writing must demonstrate the correct usage of standard English punctuation conventions.
    19c.
    • Using various pronouns in their writing can make their writing more engaging and interesting.
    • To ensure their writing is clear and coherent, they must use pronouns and antecedents correctly.
    Speaking
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 1
    Classroom Resources: 1
    20. Choose language that maintains consistency in style and tone in a variety of formal and/or informal settings.
    Unpacked Content
    Teacher Vocabulary:
    20.
    • Style
    • Tone
    • Formal setting
    • Informal setting
    Knowledge:
    20. Students know:
    • Some settings require formal English language, while others permit more casual language.
    • Word choice and the organization of ideas can influence a speaker's style and tone.
    • Speakers should maintain a consistent style and tone in their speech.
    Skills:
    20. Students are able to:
    • Identify formal and informal settings.
    • Use formal and informal language, depending on the setting.
    • Maintain consistency in language style and tone.
    Understanding:
    20. Students understand that:
    • They should adapt the style and tone of their language for formal and informal settings.
    Research Literacy
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Reception
    Reading
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 0
    21. Summarize ethical guidelines and explain how they govern the process of finding and recording information from primary, secondary, and digital sources, with guidance and support.
    Unpacked Content
    Teacher Vocabulary:
    21.
    • Ethical guidelines
    • Govern
    • Primary source
    • Secondary source
    • Digital source
    • Guidance
    • Support
    Knowledge:
    21. Students know:
    • Ethical guidelines for using primary, secondary, and digital sources in research.
    • Strategies for finding and recording information from primary, secondary, and digital sources.
    • Primary sources are firsthand accounts of events and provide raw information.
    • Secondary sources explain, analyze, or summarize primary sources.
    Skills:
    21. Students are able to:
    With guidance and support,
    • Summarize ethical guidelines for finding and recording information from a variety of sources.
    • Explain how ethical guidelines govern the process of finding and recording information from a variety of sources.
    Understanding:
    21. Students understand that:
    • They must use ethical guidelines when using primary, secondary, and digital sources for research purposes.
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 0
    22. Assess the relevance, reliability, and validity of information from printed and/or digital texts.
    Unpacked Content
    Teacher Vocabulary:
    22.
    • Relevance
    • Reliability
    • Validity
    Knowledge:
    22. Students know:
    • Relevant information is connected closely to the topic and purpose of the text.
    • Reliable information is information that appears consistently in a variety of texts.
    • Valid information is considered to be accurate information.
    Skills:
    22. Students are able to:
    • Assess the relevance, reliability, and validity of information in a variety of texts.
    Understanding:
    22. Students understand that:
    • When engaging in research, they must determine the relevance, reliability, and validity of their printed and digital research sources.
    Listening
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 5
    Learning Activities: 2
    Classroom Resources: 3
    23. Use an audio or audio-visual source of information to obtain the answer to a question.
    Unpacked Content
    Teacher Vocabulary:
    23.
    • Audio source
    • Audio-visual source
    Knowledge:
    23. Students know:
    • Audio sources include only auditory information, while audio-visual sources include sounds and images.
    • Active listening skills.
    Skills:
    23. Students are able to:
    • Use audio or audio-visual information sources to answer a question.
    Understanding:
    23. Students understand that:
    • Audio and audio-visual sources can provide information to answer a variety of questions.
    Expression
    Writing
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 10
    Learning Activities: 1
    Lesson Plans: 3
    Classroom Resources: 6
    24. Write about research findings independently over short and/or extended periods of time.
    Unpacked Content
    Teacher Vocabulary:
    24.
    • Research findings
    Knowledge:
    24. Students know:
    • Research strategies.
    • Independent writing skills.
    Skills:
    24. Students are able to:
    • Write about their research findings.
    Understanding:
    24. Students understand that:
    • They can demonstrate their thorough understanding of a topic by writing about their research findings.
    • Some research projects will be shorter, while others will be longer.
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    25. Quote, paraphrase, and summarize information from sources and present findings, following an appropriate citation style, with guidance and support.

    Example: MLA, APA
    Unpacked Content
    Teacher Vocabulary:
    25.
    • Quote
    • Paraphrase
    • Summarize
    • Citation styles
    • Guidance
    • Support
    Knowledge:
    25. Students know:
    • Strategies to quote, paraphrase, and summarize information from research sources.
    • Writing skills to present research findings.
    • Citation styles, such as MLA and APA.
    Skills:
    25. Students are able to:
    With guidance and support,
    • Quote, paraphrase, and summarize information from research sources.
    • Present research findings through writing.
    • Appropriate use citation styles.
    Understanding:
    25. Students understand that:
    • When writing about their research findings, they should follow appropriate citation styles to avoid plagiarism and ethically use content sources.
    Speaking
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 3
    Learning Activities: 2
    Classroom Resources: 1
    26. Utilize research findings to communicate relevant details, opinions, and ideas about a topic or text in oral presentations.

    a. Answer questions in discussions about their research findings.
    Unpacked Content
    Teacher Vocabulary:
    26.
    • Relevant details
    • Opinions
    • Oral presentation
    26a.
    • Research findings
    Knowledge:
    26. Students know:
    • Research strategies.
    • Methods to create an oral presentation on a topic or text that includes relevant details, opinions, and ideas.
    • Oral presentation skills.
    26a.
    • Strategies to answer questions in a discussion.
    Skills:
    26. Students are able to:
    • Find research information on a topic or text.
    • Communicate relevant details, opinions, and ideas about a topic or a text in an oral presentation.
    26a.
    • Answer questions about their research findings.
    Understanding:
    26. Students understand that:
    • When orally presenting research findings, they should include relevant details, opinions, and ideas.
    26a.
    • After presenting research, they should be prepared to answer questions from the audience.
    Vocabulary Literacy
    Increase academic, domain-specific, and grade-level-appropriate vocabularies through reading, word study, and class discussion.
    Reception
    Reading
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 8
    Learning Activities: 6
    Classroom Resources: 2
    27. Discover word meanings by analyzing word parts, examining connotation and denotation, or using print or digital reference tools.
    Unpacked Content
    Teacher Vocabulary:
    27.
    • Word parts
    • Connotation
    • Denotation
    • Print reference tools
    • Digital reference tools
    Knowledge:
    27. Students know:
    • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
    • Strategies for using print and digital reference tools.
    Skills:
    27. Students are able to:
    • Use word parts, connotation, and/or denotation to determine word meanings.
    • Use reference tools to determine word meanings.
    Understanding:
    27. Students understand that:
    • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.
    Listening
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 6
    Learning Activities: 2
    Classroom Resources: 4
    28. Discover word meanings through active listening in various contexts.

    Examples: classroom discussion, oral presentations, digital formats
    Unpacked Content
    Teacher Vocabulary:
    28.
    • Active listening
    Knowledge:
    28. Students know:
    • Active listening skills.
    Skills:
    28. Students are able to:
    • Learn the meanings of unfamiliar words through active listening in contexts such as classroom discussions, oral presentations, and digital formats.
    Understanding:
    28. Students understand that:
    • They can learn the meaning of unfamiliar or unknown spoken words by using active listening skills.
    Expression
    Writing
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    29. Use academic vocabulary in writing to communicate effectively.
    Unpacked Content
    Teacher Vocabulary:
    29.
    • Academic vocabulary
    Knowledge:
    29. Students know:
    • Academic vocabulary is language that is more formal than spoken language.
    • Writing skills.
    Skills:
    29. Students are able to:
    • Use academic vocabulary to communicate effectively through writing.
    Understanding:
    29. Students understand that:
    • To clearly communicate in writing, they should utilize formal, academic vocabulary.
    Speaking
    English Language Arts (2021)
    Grade(s): 6
    All Resources: 0
    30. Use vocabulary to create specific reactions or effects when speaking in various classroom and digital situations.
    Unpacked Content
    Teacher Vocabulary:
    30.
    • Vocabulary
    • Specific reactions
    • Specific effects
    Knowledge:
    30. Students know:
    • Using particular words in speech can create reactions or effects in the audience.
    Skills:
    30. Students are able to:
    • Select particular vocabulary to create specific reactions and effects when speaking to an audience.
    Understanding:
    30. Students understand that:
    • Word choice in speech can affect the audience and create particular reactions.