Sixth Grade
Interactive
Language Arts

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The LA Common Core - A focus on results rather than means; An integrated model of literacy; Research and media skills blended into the Standards.

Dean Language Arts

Oral Fluency Practice

Alignment of Core to Common Core
Common Core Curriculum Mapping

Read/Write/Think

WIDA- English Language Proficiency Standards
The English Language Learner
CAN DO Booklet

Common Core & Imagine It! Coorelation

Imagine It Resources

Imagine It for Each Unit

Mrs. Dean's School Site
Mrs. Dean's Common Core Math Site
Mrs. Dean's 2007 Math Site
Mrs. Dean's UEN Website

Mrs. Dean's Spelling Site
Sixth Grade End of Story Comprehension Tests
Weekly Spelling & Vocabulary Lists
Mrs. Dean's Language Arts Homework
Mrs. Dean's Technology Ed

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Literacy Strategies

Common Core ELA GSD

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Writing Resources:

My Access

Daily Writing Prompts

Ideas for Debate Topics

International Debate Education - Topics Database

Topics for Writing

Writing Argumentative Essays

Handout from CC Class on 7 Steps to Building an Argument (with Rubric)

Teaching Debate in the Elementary Classroom

Other Resources & Activities:

Listening & Speaking Activities

Main Ideas

Facts & Opinions

Persuasive Techniques

Phonics Work

More Phonics Practice

Context Clue Skills

Finding Roots

Similes & Metaphors

Story Elements

Descriptive Writing

Capitalization & Punctuation

Singulars & Plurals

Spelling

Terrific Spelling Activities

Fluency

Intonation, Expression, and Punctuation Cues

Read Grade Level Words

Genre Studies

Vocabulary Activities

Writing Activities

Inference

Predicting

Summarizing

Dependent & Introductory Clauses

Singular & Plural Possessives

Analogies

Prefix, Base, Suffix

Antonyms

More Antonyms

Synonyms

More Synonyms

Using Dictionaries, Glossaries, Thesauruses

Multiple Meaning Words

Homographs

Research

Writing Good Sentences & Paragraphs

Writing Dialogue

Grammar Links from Emints

 

Common Core Curriculum:

English Language Arts Standards » Reading: Literature » Grade 6

Standards in this strand:

Key Ideas and Details

  • RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.6.2. 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.
  • RL.6.3. 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.

Craft and Structure

  • 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 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.
  • RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

Integration of Knowledge and Ideas

  • 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.
  • RL.6.8. (Not applicable to literature)
  • RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

  • RL.6.10. 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.

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English Language Arts Standards » Reading: Informational Text » Grade 6

Standards in this strand:

Key Ideas and Details

  • RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.6.2. 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.
  • RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure

  • 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 author’s point of view or purpose in a text and explain how it is conveyed in the text.

Integration of Knowledge and Ideas

  • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) 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 author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Range of Reading and Level of Text Complexity

  • RI.6.10. 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.

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English Language Arts Standards » Writing » Grade 6

Standards in this strand:

Text Types and Purposes

  • W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
    • Introduce claim(s) and organize the reasons and evidence clearly.
    • Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
    • Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from the argument presented.
  • W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • Use appropriate transitions to clarify the relationships among ideas and concepts.
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from the information or explanation presented.
  • W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
    • 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.
    • Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
    • Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
    • Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
    • Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

  • 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 1–3 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.
  • 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 type a minimum of three pages in a single sitting.

Research to Build and Present Knowledge

  • 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. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).

Range of Writing

  • 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.

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English Language Arts Standards » Speaking & Listening » Grade 6

Standards in this strand:

Comprehension and Collaboration

  • SL.6.1. 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.
    • 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.
    • Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    • Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
  • SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
  • SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

  • 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 (e.g., 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.

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English Language Arts Standards » Language » Grade 6

Standards in this strand:

Conventions of Standard English

  • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • Use intensive pronouns (e.g., myself, ourselves).
    • Recognize and correct inappropriate shifts in pronoun number and person.*
    • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
    • 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. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
    • Spell correctly.

Knowledge of Language

  • L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • Vary sentence patterns for meaning, reader/listener interest, and style.*
    • Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

  • L.6.4. 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.
    • Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
    • Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
    • Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
    • Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    • Interpret figures of speech (e.g., personification) in context.
    • Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
    • Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
  • L.6.6. 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.

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Basic Changes in Common LA Core:

Introduction to Sixth Grade:
Written by the Sixth Grade Common Core Statewide Teacher Team
The Common Core bands the 6th, 7th, and 8th grades together.  Sixth grade no longer bands with K-5 where foundation skills are taught.  Now, 6th grade is included with secondary where foundation skills are applied.  This creates a greater challenge as we guide instruction and prepare our students for middle school and high school.  The Common Core is organized under four strands: Reading, Writing, Speaking and Listening, and Language.  The Utah Core and the Common Core share many of the same standards; however, the Common Core is more explicit and requires higher level thinking skills from our students.  Below is a brief comparison of similarities and differences between the Utah Core and the Common Core.

Utah Core Includes:

  • Decoding
  • Fluency
  • Synonyms, antonyms, and homonyms
  • Prediction
  • Identify purpose for reading
  • Instruction of roots falls under spelling instruction
  • Cursive handwriting for publication
  • Persuasive writing

Common Core

  • Expects students to be proficient in the foundational skills listed above by 5th grade
  • Instruction of roots falls under vocabulary instruction
  • Direct spelling instruction is less emphasized
  • Focuses on technology for publication
  • Cursive writing instruction is eliminated
  • Does not include explicit levels of benchmark fluency
  • Requires a greater amount of informational reading
  • Focuses on argument, analysis, and application in writing

Both Require students to:

  • Focus on the writing process
  • Speak  with expression, complex sentences, and correct grammar  to communicate ideas
  • Produce specific pieces of writing
  • Use a variety of formats when presenting with various forms of media
  • Spell words correctly
  • Read a variety of texts
  • Learn new words
  • Apply comprehension strategies

One resource for Instructional Units: Common Core curriculum maps for each grade have been designed by teachers for teachers and are available in draft form on the following website: http://commoncore.org/maps/index.php



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