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Grade 6 Language Arts

41 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.6.1

Cite textual evidence for meaning and inferences

Independently cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can cite specific textual evidence to support what a text says explicitly.
  2. 2I can cite specific textual evidence to support an inference drawn from the text.
  3. 3I can evaluate whether a cited piece of evidence actually supports the analytical claim it's meant to.
Reading Literature · CCSS.ELA-LITERACY.RL.6.2

Determine theme and summarize objectively

Independently determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. across representations and contexts.

Component progression

  1. 1I can identify particular details in a text that convey a theme or central idea.
  2. 2I can determine a theme or central idea of a text based on identified details.
  3. 3I can write a summary of the text that is distinct from personal opinions or judgments.
Reading Literature · CCSS.ELA-LITERACY.RL.6.3

Describe how plot unfolds and characters respond or change

Independently describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. across representations and contexts.

Component progression

  1. 1I can describe a story's or drama's plot as a series of connected episodes leading toward a resolution.
  2. 2I can describe how a character responds to key events as the plot unfolds.
  3. 3I can describe how a character changes as the plot moves toward its resolution.
Reading Literature · CCSS.ELA-LITERACY.RL.6.4

Analyze word choice's impact on meaning and tone

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the figurative or connotative meaning of a word or phrase as used in a text.
  2. 2I can analyze how a specific word choice impacts the text's meaning.
  3. 3I can analyze how a specific word choice impacts the text's tone.
Reading Literature · CCSS.ELA-LITERACY.RL.6.5

Analyze how text parts contribute to structure and theme

Independently analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. across representations and contexts.

Component progression

  1. 1I can identify how a specific sentence, chapter, scene, or stanza fits into a text's overall structure.
  2. 2I can analyze how a specific text part contributes to the development of the text's theme or setting.
  3. 3I can analyze how a specific text part contributes to the development of the text's plot.
Reading Literature · CCSS.ELA-LITERACY.RL.6.6

Explain how an author develops point of view

Independently explain how an author develops the point of view of the narrator or speaker in a text. across representations and contexts.

Component progression

  1. 1I can identify the point of view of a text's narrator or speaker.
  2. 2I can identify specific techniques, such as word choice or selective detail, an author uses to develop point of view.
  3. 3I can explain how the author's techniques work together to develop the narrator's or speaker's point of view.
Reading Literature · CCSS.ELA-LITERACY.RL.6.7

Compare reading a text to an audio, video, or live version

Independently 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. across representations and contexts.

Component progression

  1. 1I can describe what a reader 'sees' and 'hears' imaginatively while reading a story, drama, or poem.
  2. 2I can describe what a viewer or listener perceives in an audio, video, or live version of the same text.
  3. 3I can compare and contrast the experience of reading the text to experiencing its audio, video, or live version.
Reading Literature · CCSS.ELA-LITERACY.RL.6.9

Compare texts in different forms or genres

Independently compare and contrast texts in different forms or genres, such as stories and poems or a historical novel and a fantasy story, in terms of their approaches to similar themes and topics. across representations and contexts.

Component progression

  1. 1I can identify two texts that differ in form or genre but share a similar theme or topic.
  2. 2I can describe how each text approaches the shared theme or topic given its particular form or genre.
  3. 3I can compare and contrast how texts in different forms or genres approach a similar theme or topic.
Reading Literature · CCSS.ELA-LITERACY.RL.6.10

Read and comprehend grade 6-8 literature

Independently by the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. across representations and contexts.

Component progression

  1. 1I can read a story or drama within the grades 6-8 text complexity band proficiently.
  2. 2I can read a poem within the grades 6-8 text complexity band proficiently.
  3. 3I can use scaffolding as needed to comprehend a literary text at the high end of the grades 6-8 text complexity band.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.1

Cite textual evidence for meaning and inferences

Independently cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can cite specific textual evidence to support what an informational text says explicitly.
  2. 2I can cite specific textual evidence to support an inference drawn from an informational text.
  3. 3I can evaluate whether a cited piece of evidence actually supports the analytical claim it's meant to.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.2

Determine central idea and summarize objectively

Independently determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. across representations and contexts.

Component progression

  1. 1I can identify particular details in an informational text that convey its central idea.
  2. 2I can determine the central idea of a text based on identified details.
  3. 3I can write a summary of the text that is distinct from personal opinions or judgments.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.3

Analyze how key individuals, events, or ideas are elaborated

Independently analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text, such as through examples or anecdotes. across representations and contexts.

Component progression

  1. 1I can identify how a key individual, event, or idea is first introduced in the text.
  2. 2I can identify an example or anecdote the text uses to illustrate a key individual, event, or idea.
  3. 3I can analyze in detail how a key individual, event, or idea is elaborated across the text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.4

Determine figurative, connotative, and technical meanings

Independently determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. across representations and contexts.

Component progression

  1. 1I can determine the figurative meaning of a word or phrase as used in a text.
  2. 2I can determine the connotative meaning of a word or phrase as used in a text.
  3. 3I can determine the technical meaning of a domain-specific word or phrase as used in a text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.5

Analyze how text parts contribute to development of ideas

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify how a specific sentence, paragraph, chapter, or section fits into a text's overall structure.
  2. 2I can analyze how a specific text part contributes to the development of the text's ideas.
  3. 3I can explain the overall structural pattern connecting a text's parts to its developing ideas.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.6

Determine and explain an author's point of view or purpose

Independently determine an author's point of view or purpose in a text and explain how it is conveyed in the text. across representations and contexts.

Component progression

  1. 1I can determine the author's point of view or purpose in writing an informational text.
  2. 2I can identify specific text elements, such as word choice or selected facts, that convey the author's point of view or purpose.
  3. 3I can explain how the identified text elements convey the author's point of view or purpose.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.7

Integrate information from different media and formats

Independently integrate information presented in different media or formats, such as visually and quantitatively, as well as in words, to develop a coherent understanding of a topic or issue. across representations and contexts.

Component progression

  1. 1I can interpret information presented visually, quantitatively, and in words within a text.
  2. 2I can integrate information presented in different formats into a combined understanding.
  3. 3I can use integrated information from multiple formats to develop a coherent understanding of a topic or issue.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.8

Trace and evaluate arguments and claims

Independently 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. across representations and contexts.

Component progression

  1. 1I can trace the overall argument an author develops across a text.
  2. 2I can identify specific claims the author makes within the argument.
  3. 3I can evaluate whether each claim is supported by reasons and evidence or left unsupported.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.9

Compare one author's presentation to another's

Independently compare and contrast one author's presentation of events with that of another, such as a memoir written by and a biography on the same person. across representations and contexts.

Component progression

  1. 1I can identify two texts, such as a memoir and a biography, that present the same events or person differently.
  2. 2I can describe how each author presents the shared events or person.
  3. 3I can compare and contrast the two authors' presentations of the same events or person.
Reading Informational Text · CCSS.ELA-LITERACY.RI.6.10

Read and comprehend grade 6-8 literary nonfiction

Independently by the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. across representations and contexts.

Component progression

  1. 1I can read a literary nonfiction text within the grades 6-8 text complexity band proficiently.
  2. 2I can apply appropriate reading strategies while reading a challenging literary nonfiction text.
  3. 3I can use scaffolding as needed to comprehend a literary nonfiction text at the high end of the grades 6-8 text complexity band.
Writing · CCSS.ELA-LITERACY.W.6.1

Write arguments with clear reasons and relevant evidence

Independently write arguments to support claims with clear reasons and relevant evidence, introducing claims and organizing reasons and evidence clearly, supporting claims using credible sources, and providing a concluding statement that follows from the argument presented. across representations and contexts.

Component progression

  1. 1I can introduce a clear claim in an argumentative piece of writing and organize the reasons and evidence clearly.
  2. 2I can support a claim with clear reasons and relevant evidence drawn from credible sources.
  3. 3I can provide a concluding statement or section that follows from the argument presented.
Writing · CCSS.ELA-LITERACY.W.6.2

Write informative texts through selection and organization

Independently write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. across representations and contexts.

Component progression

  1. 1I can select content relevant to examining a specific topic.
  2. 2I can organize selected content into a logical structure for an informative piece.
  3. 3I can analyze selected content to convey ideas, concepts, and information about the topic.
Writing · CCSS.ELA-LITERACY.W.6.3

Write narratives with well-structured event sequences

Independently write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. across representations and contexts.

Component progression

  1. 1I can establish a context and introduce a narrator or characters to orient the reader.
  2. 2I can use relevant descriptive details to develop experiences, events, and characters.
  3. 3I can organize a well-structured event sequence that unfolds naturally for the reader.
Writing · CCSS.ELA-LITERACY.W.6.4

Produce writing appropriate to task, purpose, audience

Independently produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.

Component progression

  1. 1I can identify the task, purpose, and audience for a given piece of writing.
  2. 2I can choose an organization and writing style appropriate to the task, purpose, and audience.
  3. 3I can produce writing that is clear and coherent given its chosen development, organization, and style.
Writing · CCSS.ELA-LITERACY.W.6.5

Strengthen writing through the full writing process

Independently with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. across representations and contexts.

Component progression

  1. 1I can plan and produce a draft of a piece of writing, with guidance and support.
  2. 2I can revise a draft for content and organization, then edit it for conventions, with guidance and support.
  3. 3I can recognize when a piece of writing needs a substantially new approach and rewrite it accordingly, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.6.6

Use technology to produce, publish, and collaborate

Independently use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. across representations and contexts.

Component progression

  1. 1I can use technology, including the internet, to produce and publish a piece of writing.
  2. 2I can use technology to interact and collaborate with others on a piece of writing.
  3. 3I can demonstrate sufficient keyboarding skill to type at least three pages in a single sitting.
Writing · CCSS.ELA-LITERACY.W.6.7

Conduct short research projects with refocused inquiry

Independently conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. across representations and contexts.

Component progression

  1. 1I can pose a clear question to guide a short research project.
  2. 2I can draw on several sources to investigate the research question.
  3. 3I can recognize when the research question should be refocused based on findings, and adjust it appropriately.
Writing · CCSS.ELA-LITERACY.W.6.8

Gather, assess, and cite sources avoiding plagiarism

Independently gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. across representations and contexts.

Component progression

  1. 1I can assess the credibility of a print or digital source before using its information.
  2. 2I can quote or paraphrase a source's data and conclusions accurately while avoiding plagiarism.
  3. 3I can provide basic bibliographic information for each source used.
Writing · CCSS.ELA-LITERACY.W.6.9

Draw evidence from literary or informational texts

Independently draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.

Component progression

  1. 1I can draw specific evidence from a literary text to support an analysis or reflection.
  2. 2I can draw specific evidence from an informational text to support an analysis or reflection.
  3. 3I can use drawn text evidence to support a piece of research writing.
Writing · CCSS.ELA-LITERACY.W.6.10

Write routinely for a range of tasks and audiences

Independently 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. across representations and contexts.

Component progression

  1. 1I can produce a piece of writing within a shorter time frame, such as a single sitting.
  2. 2I can produce a piece of writing over an extended time frame that includes research, reflection, and revision.
  3. 3I can adjust a piece of writing appropriately for its specific discipline, purpose, and audience.
Speaking And Listening · CCSS.ELA-LITERACY.SL.6.1

Engage in collaborative discussions

Independently engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. across representations and contexts.

Component progression

  1. 1I can come prepared to a discussion having read or studied the topic, text, or issue.
  2. 2I can build on a comment or idea shared by another participant in a discussion.
  3. 3I can express one's own ideas clearly in a collaborative discussion.
Speaking And Listening · CCSS.ELA-LITERACY.SL.6.2

Interpret information from diverse media and formats

Independently interpret information presented in diverse media and formats, such as visually, quantitatively, and orally, and explain how it contributes to a topic, text, or issue under study. across representations and contexts.

Component progression

  1. 1I can interpret information presented visually, quantitatively, or orally.
  2. 2I can explain how interpreted information contributes to understanding a topic, text, or issue under study.
  3. 3I can compare information about the same topic presented in two different formats.
Speaking And Listening · CCSS.ELA-LITERACY.SL.6.3

Delineate a speaker's argument and claims

Independently delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. across representations and contexts.

Component progression

  1. 1I can delineate the overall argument a speaker develops during a presentation.
  2. 2I can identify specific claims a speaker makes within the argument.
  3. 3I can distinguish which of a speaker's claims are supported by reasons and evidence from those that are not.
Speaking And Listening · CCSS.ELA-LITERACY.SL.6.4

Present claims and findings with logical sequencing

Independently 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. across representations and contexts.

Component progression

  1. 1I can sequence claims and findings logically when presenting.
  2. 2I can use pertinent descriptions, facts, and details to accentuate a presentation's main ideas or themes.
  3. 3I can deliver a presentation using appropriate eye contact, adequate volume, and clear pronunciation.
Speaking And Listening · CCSS.ELA-LITERACY.SL.6.5

Include multimedia components to clarify information

Independently include multimedia components, such as graphics, images, music, and sound, and visual displays in presentations to clarify information. across representations and contexts.

Component progression

  1. 1I can select graphics, images, music, sound, or visual displays appropriate to the information being presented.
  2. 2I can add selected multimedia components to a presentation to clarify its information.
  3. 3I can explain how an added multimedia component clarifies the audience's understanding of the presented information.
Speaking And Listening · CCSS.ELA-LITERACY.SL.6.6

Adapt speech demonstrating command of formal English

Independently adapt speech to a variety of contexts and tasks, demonstrating command of formal english when indicated or appropriate. across representations and contexts.

Component progression

  1. 1I can identify a speaking situation that indicates or calls for formal english.
  2. 2I can demonstrate command of formal english when speaking in an appropriate context.
  3. 3I can adapt one's speech appropriately across a variety of contexts and tasks.
Language · CCSS.ELA-LITERACY.L.6.1

Use Grade 6 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including ensuring that pronouns are in the proper case, using intensive pronouns, recognizing and correcting inappropriate shifts in pronoun number and person, and recognizing and correcting vague pronoun references. across representations and contexts.

Component progression

  1. 1I can use the correct case (subjective, objective, or possessive) for a pronoun in a sentence.
  2. 2I can use an intensive pronoun, such as myself or themselves, correctly for emphasis.
  3. 3I can recognize and correct an inappropriate shift in pronoun number or person, or a vague pronoun reference, within a sentence.
Language · CCSS.ELA-LITERACY.L.6.2

Use Grade 6 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including using commas, parentheses, or dashes to set off nonrestrictive/parenthetical elements. across representations and contexts.

Component progression

  1. 1I can identify a nonrestrictive (non-essential) element within a sentence.
  2. 2I can use commas, parentheses, or dashes to set off a nonrestrictive element in a sentence.
  3. 3I can spell grade-appropriate words correctly, consulting references as needed.
Language · CCSS.ELA-LITERACY.L.6.3

Vary sentence patterns and maintain consistent style

Independently use knowledge of language and its conventions when writing, speaking, reading, or listening, including varying sentence patterns for meaning, reader/listener interest, and style, and maintaining consistency in style and tone. across representations and contexts.

Component progression

  1. 1I can vary sentence patterns within a piece of writing for meaning and reader interest.
  2. 2I can maintain a consistent writing style throughout a piece.
  3. 3I can maintain a consistent tone throughout a piece of writing.
Language · CCSS.ELA-LITERACY.L.6.4

Determine meanings using context, affixes, roots, and references

Independently 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, including using common greek or latin affixes and roots as clues. across representations and contexts.

Component progression

  1. 1I can use context clues to determine the meaning of an unfamiliar word.
  2. 2I can use knowledge of common greek and latin roots and affixes to determine the meaning of an unfamiliar word.
  3. 3I can use a dictionary or other reference material to verify or clarify a word's meaning and part of speech.
Language · CCSS.ELA-LITERACY.L.6.5

Interpret figurative language and word relationships

Independently demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech in context, using the relationship between particular words to better understand each of the words, and distinguishing among the connotations of words with similar denotations. across representations and contexts.

Component progression

  1. 1I can interpret the meaning of a figure of speech as it is used in a specific text context.
  2. 2I can use the relationship between two words, such as synonym or antonym, to better understand each word's meaning.
  3. 3I can distinguish among the connotations of words with similar denotations, such as bullheaded, willful, firm, persistent, and resolute.
Language · CCSS.ELA-LITERACY.L.6.6

Acquire vocabulary important to comprehension

Independently acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. across representations and contexts.

Component progression

  1. 1I can acquire and use a general academic word or phrase accurately in speaking or writing.
  2. 2I can acquire and use a domain-specific word or phrase accurately, relevant to a specific topic.
  3. 3I can identify a word or phrase important to comprehending a text and gather knowledge of its meaning and use.
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