Alaska English Language Arts Standards — Grade 6


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L.6.1.a-e

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a Ensure that pronouns are in the proper case (subjective, objective, possessive); b Use intensive pronouns (eg, myself, ourselves); c Recognize and correct inappropriate shifts in pronoun number and person*; d Recognize and correct vague pronouns (ie, ones with unclear or ambiguous antecedents)*; e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language*

L.6.2.a-b

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements*; b Spell correctly

L.6.3.a-b

Use knowledge of language and its conventions when writing, speaking, reading, or listening; a Vary sentence patterns for meaning, reader/listener interest, and style*; b Maintain consistency in style and tone*

L.6.4.a-d

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; a Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar), context (eg, the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase; b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (eg, audience, auditory, audible); c Consult reference materials (eg, dictionaries, glossaries, thesauruses and specialized reference materials), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech; d Verify the preliminary determination of the meaning of a word or phrase (eg, by checking the inferred meaning in context or in a dictionary)

L.6.5.a-c

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; a Interpret the intent or meaning of figures of speech (eg, personification, metaphors, alliteration) as used in context; b Use the relationship between particular words (eg, cause/effect, part/whole, item/category) to better understand each of the words; c Distinguish among the connotations (associations) of words with similar denotations (definitions) (eg, stingy, scrimping, economical, unwasteful, thrifty)

L.6.6

Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

RH.6-7-8.1

Cite specific textual evidence to support analysis of primary and secondary sources

RH.6-7-8.10

By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently

RH.6-7-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions

RH.6-7-8.3

Identify key steps in a texts description of a process related to history/social studies (eg, how a bill becomes law, how interest rates are raised or lowered)

RH.6-7-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

RH.6-7-8.5

Describe how a text presents information (eg, sequentially, comparatively, causally)

RH.6-7-8.6

Identify aspects of a text that reveal an authors point of view or purpose (eg, loaded language, inclusion or avoidance of particular facts)

RH.6-7-8.7

Integrate visual information (eg, in charts, graphs, photographs, videos, or maps) with other information in print and digital texts

RH.6-7-8.8

Distinguish among fact, opinion, and reasoned judgment in a text

RH.6-7-8.9

Analyze the relationship between a primary and secondary source on the same topic

RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI.6.10

By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7), with scaffolding as needed at the high end of the range

RI.6.2

Determine a central idea and subtopics of a text and how they are conveyed through particular details; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text

RI.6.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated on in a text (eg, through examples or anecdotes)

RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

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

RI.6.6

Determine an authors purpose (to inform, persuade, entertain, critique, etc) and point of view in a text and explain how it is conveyed in the text

RI.6.7

Integrate information presented in different media (eg, may include, but not limited to podcasts) or formats (eg, visually, quantitatively/ data-related) as well as in words to develop a coherent understanding of a topic or issue

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

RI.6.9

Compare and contrast one authors presentation of events with that of another (eg, a memoir written by and a biography on the same person)

RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL.6.10

By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7), with scaffolding as needed at the high end of the range

RL.6.2

Determine a theme or central idea of a text and how it is conveyed through particular details; restate and summarize main ideas or events, in correct sequence, after reading a text

RL.6.3

Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution or as the narrative advances

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

RL.6.5

Analyze the overall structure of a text: how a particular sentence, chapter, scene, or stanza fits into the overall work and analyzing how it contributes to the development of the characters, theme, setting, or plot

RL.6.6

Determine authors purpose and explain how an author develops the point of view of the narrator or speaker in a text

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 (eg, Shiloh)

RL.6.8

(Not applicable to literature)

RL.6.9

Compare and contrast texts in different forms or genres (eg, stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics

RST.6-7-8.1

Cite specific textual evidence to support analysis of science and technical texts

RST.6-7-8.10

By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently

RST.6-7-8.2

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions

RST.6-7-8.3

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks

RST.6-7-8.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics

RST.6-7-8.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic

RST.6-7-8.6

Analysis the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text

RST.6-7-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (eg, in a flowchart, diagram, model, graph, or table)

RST.6-7-8.8

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text

RST.6-7-8.9

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic

SL.6.1.a-d

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; a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion; b Follow rules for collegial discussions (eg, establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), set specific goals and deadlines, and define individual roles as needed; c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion; d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL.6.2

Interpret information presented in diverse media (included but not limited to podcasts) and formats (eg, visually, quantitatively/ data-related, orally) and explain how it contributes to a topic, text, or issue under study

SL.6.3

Delineate a speakers argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not

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

SL.6.5

Include multimedia components (eg, graphics, images, music, sound) and visual displays in presentations to clarify 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)

W.6.1.a-e

Write arguments to support claims with clear reasons and relevant evidence; a Introduce claim(s) and organize the reasons and evidence clearly; b Support claim(s) with clear reasons and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text; c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons; d Establish and maintain a formal style; e Provide a concluding statement or section that follows from the argument presented

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

W.6.2.a-f

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content; a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (eg, headings), graphics (eg, charts, tables), and multimedia when useful to aiding comprehension; b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; c Use appropriate transitions to clarify the relationships among ideas and concepts; d Use precise language and domain-specific vocabulary to inform about or explain the topic; e Establish and maintain a formal style; f Provide a concluding statement or section that follows from the information or explanation presented

W.6.3.a-e

Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically; b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters; c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events; e Provide a conclusion that follows from the narrated experiences or events

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 13 above)

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 13 up to and including grade 6)

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 create a piece of writing

W.6.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

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

W.6.9.a-b

Draw evidence from literary or informational texts to support analysis, reflection, and research; a Apply grade 6 Reading standards to literature (eg, Compare and contrast texts in different forms or genres (eg, stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics); b Apply grade 6 Reading standards to literary nonfiction (eg, 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)

WHST.6-7-8.1.a-d

Write arguments focused on discipline-specific content; a Introduce claim(s) abut a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically; b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources; c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence; d Establish and maintain a formal style; e Provide a concluding statement or section that follows from and supports the argument presented

WHST.6-7-8.10

Write routinely over extended time frames (time for 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

WHST.6-7-8.2.a-f

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes; a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (eg, headings) graphics (eg, charts, tables), and multimedia when useful to aiding comprehension; b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; d Use precise language and domain-specific vocabulary to inform about or explain the topic; e Establish and maintain a formal style and objective tone; f Provide a concluding statement or section that follows from and supports the information or explanation presented

WHST.6-7-8.3

Not applicable as a separate requirement

WHST.6-7-8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

WHST.6-7-8.5

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, focusing on how well purpose and audience have been addressed

WHST.6-7-8.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

WHST.6-7-8.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

WHST.6-7-8.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

WHST.6-7-8.9

Draw evidence from informational texts to support analysis, reflection, and research