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Grade
Level Content
Expectations
6th Grade ELA
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READING
Word Recognition and Word Study
Students will…
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R.WS.06.01 |
Use word
structure, sentence structure, and prediction
to aid in decoding and understanding the meanings of
words encountered in context. |
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R.WS.06.02 |
Use structural,
syntactic, and semantic analysis to
recognize unfamiliar words in context (e.g., origins
and meanings of foreign words, words with multiple
meanings, knowledge of major word chunks/rimes,
syllabication). |
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R.WS.06.03
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Recognize
frequently encountered words automatically. |
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R.WS.06.04 |
Know the meaning
of frequently encountered words in
written and oral contexts (research to support specific
words). |
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R.WS.06.05 |
Apply strategies
to construct meaning and identify
unknown words. |
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R.WS.06.06 |
Read fluently
sixth grade level texts (increasingly
demanding texts read with fluency as the year
proceeds). |
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R.WS.06.07 |
Use strategies
(e.g., connotation, denotation) and authentic
content-related resources to determine the meaning of words
and phrases in context (e.g., regional idioms, content area
vocabulary, technical terms). |
Narrative Text
Students will…
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R.NT.06.01 |
Describe how
characters in classic and contemporary literature
recognized for quality and literary merit form opinions
about
one another in ways that can be fair and unfair. |
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R.NT.06.02 |
Analyze
elements and style of narrative genres (e.g., folktales,
fantasy, adventure, action). |
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R.NT.06.03 |
Analyze
the role of dialogue, plot, characters, themes,
major
and minor
characters, and climax. |
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R.NT.06.04 |
Analyze how authors use dialogue,
imagery, and understatement
to develop plot |
Informational Text
Students will…
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R.IT.06.01
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Analyze
elements and style of informational genre (e.g.,
research report, how-to-articles, essays). |
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R.IT.06.02 |
Analyze
organizational patterns. |
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R.IT.06.03 |
Explain
how authors use text features to enhance the
understanding of central, key, and supporting ideas
(e.g., footnotes, bibliographies, introductions,
summaries, conclusions, appendices). |
Comprehension
Students will…
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R.CM.06.01 |
Connect
personal knowledge, experience, and understanding
of the world to themes and perspectives in the text. |
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R.CM.06.02 |
Read,
retell and summarize grade level appropriate
narrative
and informational texts of grade level appropriate
informational text. |
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R.CM.06.03 |
State
global themes, universal truths, and principles
within
and across texts to create a deeper understanding. |
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R.CM.06.04
|
Apply
significant knowledge from what has been read in grade
level appropriate science and social studies texts. |
Metacognition
Students will…
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R.MT.06.01 |
Independently
self-monitor comprehension when reading or
listening to text by automatically using and discussing the
strategies used by mature readers to increase comprehension
and engage in interpretative discussions (e.g., predicting,
constructing mental images representing ideas in text,
questioning, rereading or listening again if uncertain about
meaning, inferring, summarizing). |
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R.MT.06.02 |
Plan,
monitor, regulate, and evaluate skills, strategies,
and
processes for their own reading comprehension by
applying
appropriate metacognitive skills (e.g. SQ3R, pattern
guides,
process of reading guides). |
Critical Standards
Students will…
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R.CS.06.01 |
Compare the
appropriateness of shared, individual, and expert
standards based on purpose, context, and audience in order
to
assess their own work and work of others. |
Reading Attitude
Students will…
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R.AT.06.01 |
Be enthusiastic
about reading and do substantial reading on
their own. |
WRITING
Writing Genres
Students will...
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W.GN.06.01 |
Write a cohesive
narrative piece (e.g., personal narrative,
adventure, tall tale, folk tale, fantasy) that includes
elements
of characterization for major and minor characters, internal
and/or external conflict, and address issues of plot, theme,
and imagery. |
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W.GN.06.02 |
Write an
essay (e.g., personal, persuasive, or comparative)
for authentic audiences that includes
organizational patterns
that support key ideas. |
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W.GN.06.03 |
Formulate research questions using multiple
resources and
perspectives that allow them to organize, analyze,
and explore
problems and pose solutions that culminate in a
presented,
final project |
Writing Process
Students
will…
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W.PR.06.01
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Set a
purpose, consider audience, and replicate authors’
styles and patterns when writing narrative or
informational
text. |
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W.PR.06.02 |
Apply a
variety of pre-writing strategies for both narrative
(e.g., graphic organizers such as story maps or webs
designed
to develop a plot that includes major and minor
characters,
builds climax, and uses dialogue to enhance a theme)
and
informational text (e.g., problem/ solution, and
sequence). |
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W.PR.06.03
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Review
and revise their drafts with audience and purpose
in mind regarding consistent voice and genre
characteristics. |
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W.PR.06.04 |
Write
for a specific purpose by using multiple paragraphs,
sentence variety, and voice to meet the needs of an
audience
(e.g. word choice, level of formality, example). |
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W.PR.06.05 |
Edit
their writing using proofreaders’ checklists both
individually
and in peer editing groups. |
Personal Style
Students
will…
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W.PS.06.01 |
Exhibit
individual style to enhance the written message (e.g.,
in narrative text: personification, humor, element of
surprise;
in informational text: emotional appeal, strong opinion,
credible
support). |
Grammar and Usage
In the context of writing, students will…
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W.GR.06.01 |
Use style
conventions (e.g., MLA) and a variety of grammatical
structures in their writing including indefinite and
predicate
pronouns, transitive and intransitive verbs, adjective and
adverb phrases, adjective and adverb subordinate clauses,
comparative adverbs and adjectives, superlatives,
conjunctions,
compound sentences, appositives, independent and dependent
clauses, introductory phrases, periods, commas, quotation
marks,
and the uses of underlining and italics for specific
purposes. |
Spelling
In the context of writing, students will…
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W.SP.06.01 |
Spell frequently
misspelled words correctly (e.g., their, there,
they’re) in the context of their own writing. |
Handwriting
Students will…
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W.HW.06.01 |
Write legibly in their compositions |
Writing Attitude
Students
will…
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W.AT.06.01 |
Be enthusiastic
about writing.
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SPEAKING
Conventions
Students will…
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S.CN.06.01 |
Ask and respond
to questions and remarks to engage the
audience when presenting texts. |
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S.CN.06.02 |
Use
rhyme, rhythm, cadence, and word play for effect
when presenting. |
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S.CN.06.03 |
Present
their work in standard American English if it is
their first language (students whose second language
is
English will present their work in their developing
version
of standard American English). |
Discourse
Students will…
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S.DS.06.01 |
Engage in
interactive, extended discourse to socially
construct meaning (e.g., book clubs, literature
circles,
partnerships, or other conversation protocols). |
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S.DS.06.02 |
Discuss
multiple text types in order to compare/contrast
ideas, form, and style to evaluate quality and to
identify
personally with a universal theme. |
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S.DS.06.03 |
Discuss
their written narratives that include a variety of
literary and plot devices (e.g., established context
plot,
point of view, sensory details, dialogue, suspense). |
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S.DS.06.04 |
Plan a
focused and coherent oral presentation using an
informational text pattern (e.g., problem/solution
sequence),
select a focus question to address, and organize the
message
to ensure that it matches the intent and the
audience to which
it will be delivered. |
LISTENING &
VIEWING
Conventions
Students will…
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L.CN.06.01 |
Respond to, evaluate, and analyze speeches
and
presentations delivered by peers. |
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L.CN.06.02 |
Demonstrate the appropriate social
skills of audience behavior
(e.g., eye contact, quiet and still, attentive,
supportive) during
speeches and presentations. |
Response
Students will…
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L.RP.06.01 |
Summarize, take
notes on key points, and ask clarifying
questions. |
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L.RP.06.02 |
Respond
thoughtfully to both classic and contemporary
texts recognized for quality and literary merit. |
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L.RP.06.03 |
Identify
a speaker’s affective communications expressed
through tone, mood, and emotional cues. |
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L.RP.06.04 |
Relate a
speaker’s verbal communications (e.g., tone of
voice) to the non-verbal message communication
(e.g.,
eye contact, posture, gestures). |
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L.RP.06.05 |
Respond
to multiple texts when listened to or viewed by
speaking, illustrating, and/or writing in order to
compare/
contrast similarities and differences in idea, form,
and
style to evaluate quality and to identify personal
and
universal themes. |
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L.RP.06.06 |
Respond
to, evaluate, and analyze the credibility of a
speaker
who uses persuasion to affirm his/her point of view
in a speech
or presentation. |
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L.RP.06.07 |
Identify
persuasive and propaganda techniques used in
television,
and identifyfalse and misleading information. |
MICHIGAN
DEPARTMENT OF EDUCATION
■
v.6.04
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ENGLISH LANGUAGE ARTS SIXTH GRADE | |
