GRADE 6 ONGOING KCAS STANDARDS AND LEARNING TARGETS
READING
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Literature
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I can…
RL.6.1: Cite textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
* define textual evidence.
* define inference and explain how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve
read, it’s most likely true that….”).
* read closely and find answers explicitly in the text (right there answers) and answers that require an inference.
* analyze an author’s words and determine textual evidence needed to support both explicit and inferential questions.
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.
* define theme (a central idea or lesson the author is revealing – Honesty is the best policy.)
* analyze plot (the events that happen) to determine a theme (author’s overall message).
* determine key events over the course of the text that contribute to the theme
* define summary (a shortened version of the text that states its key points).
* compose a summary stating the key points of the text without adding my own opinions or feelings.
* identify the elements of plot structure (exposition, rising action, climax, falling action, and resolution).
* explain how plot is developed by key events and episodes experienced by the characters.
* determine qualities of characters in a text based on an author’s direct (quality is stated) and indirect (quality is
inferred based on what they say, what they do, what they feel, what they think, and what other character’s think and
say about them) characterization.
* distinguish between a static (qualities and responses stay the same) and dynamic (qualities and responses change
based on events) character.
* explain how dynamic characters change as the plot moves toward a resolution.
Informational
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).
* define inference and explain how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve
read, it’s most likely true that…..”).
* read closely and find answers explicitly in the text (right there answers) and answers that require an inference.
* analyze an author’s words and determine textual evidence needed to support both explicit and inferential questions.
* define central idea (main point in a piece of writing).
* analyze a text and determine how an author’s use of details conveys (makes known) the central idea.
* define summary (a shortened version of the text that states its key points).
* compose a summary stating the key points of the text without adding my own opinions or feelings.
* distinguish which individual(s), event(s), and/or idea(s) are key (must be included) for the text to be valid.
* explain how an author’s use of examples and/or anecdotes (short stories) informs the reader about individual(s),
event(s), and/or idea(s).
* analyze how an author’s choice of details and anecdotes about individual(s), character(s), and/or event(s) impacts
the text.
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Literature
I can…
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.
* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration,
assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is
not exactly what you mean).
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative
meanings (some words carry feeling).
* analyze why authors choose words and phrases (tone) to create an overall feel (mood) for the reader.
Informational
RI.6.4: Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings.
* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration,
assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is
not exactly what you mean).
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative
meanings (some words carry feeling).
* recognize words that have technical meaning and understand their purpose in a specific text (e.g., “stem” in an article
about flowers versus “stem” in an article about cell research).
* analyze why authors use words and phrases (tone) to create an overall meaning and mood for the reader.
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Literature
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.
*recognize when the text I am reading is too easy or too difficult for me.
*determine the reading strategies I need (e.g., ask questions, make connections, take notes,
make inferences, visualize reread) to help me comprehend difficult texts.
Informational
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.
*recognize when the text I am reading is too easy or too difficult for me.
*determine the reading strategies I need (e.g., ask questions, make connections, take notes,
make inferences, visualize, reread) to help me comprehend difficult texts.
WRITING
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I can…
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)
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.
*identify the writing style (argument, informative/explanatory, or narrative) that best fits my task, purpose,
and audience.
*compose a clear and logical piece of writing that demonstrates my understanding of a specific writing
style.
*use prewriting strategies to develop ideas (e.g., graphic organizers, brainstorming lists).
*recognize that a well-developed piece of writing requires more than one draft.
*apply revision strategies (e.g., reading aloud to check for misunderstandings, adding and deleting details)
with the help of others.
*edit my writing for errors in capitalization, punctuation, grammar, and spelling.
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I can…
W.6.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. 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.)
b. 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”).
*define textual evidence (“word for word” support).
*determine textual evidence that supports my analysis, reflection,
and/or research.
*compose written responses and include textual evidence to
strengthen my analysis, reflection, and/or research.
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I can…
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.
*recognize that different writing tasks (e.g., journal, reflection,
research) require different time frames to complete.
*determine a writing format/style to fit my task, purpose, and/or
audience.
*write for a variety of reasons (e.g., to inform, to describe, to
persuade, to entertain/convey an experience).
LANGUAGE STANDARDS
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L.6.1: 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 (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in
pronoun number and person.
d. Recognize and correct vague pronouns (i.e.,
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 : Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
a. Use punctuation (commas, parentheses,
dashes) to set off restrictive/ parenthetical
elements.
b. Spell correctly.
I can…
* define pronoun (a word that takes the place of one or more nouns).
*identify the antecedent of a pronoun (the word or group of words a pronoun replaces).
* identify intensive pronouns (a pronoun that ends in – self or –selves that emphasizes its
antecedent) and use them correctly in my writing and speaking.
* determine when a pronoun and its antecedent do not match (the pronoun must match the
word it replaces in number and person, e.g., student/his or her, students/their).
* identify and correct a vague (unclear/ambiguous) antecedent (The phone was in my backpack,
but now it’s gone. What’s gone, the phone or the backpack?).
I can identify and correct misuses of pronouns in my own and others’ work.
* determine when to capitalize words
* identify nonrestrictive elements (extra information added that does not affect the meaning of
the sentence, e.g., Susie, the girl in the purple sweater, is my best friend.) and restrictive
elements (extra information added that does affect the meaning of the sentence, e.g., Susie
who fell off the bleachers left the game in an ambulance.)
* identify parenthetical elements (interrupters, e.g., at any rate, in my opinion, nevertheless).
* use commas to enclose nonrestrictive and parenthetical elements to separate these elements
from the rest of the sentence.
* set apart nonrestrictive and parenthetical elements from a sentence using parentheses and
dashes (parentheses reduce the importance; dashes increase the importance).
* identify misspelled words and use resources to assist me in spelling correctly.
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I can…
L.6.4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and content,
choosing flexibly from a range of strategies.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., audience,
auditory, audible).
c. 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.
d. 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.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., 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) (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.
*infer the meaning of unknown words using context clues (use definitions,
synonyms/antonyms, restatements, or examples found in surrounding text).
* recognize and define common Greek and Latin affixes and roots.
* break down unknown words into units of meaning to infer the definition of the
unknown word.
* verify my inferred meaning of an unknown word by consulting reference materials
(e.g., dictionaries, glossaries, thesauruses).
* define and identify various forms of figurative language (e.g., simile, metaphor,
hyperbole, personification, alliteration, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative
language (sometimes what you say is not exactly what you mean).
* recognize word relationships and use the relationships to further understand
multiple words (e.g., whale/mammal).
* recognize the difference between denotative (dictionary definition) meanings and
connotative meanings (words that carry feeling, e.g., cheap versus thrifty).
* analyze how certain words and phrases that have similar denotations (definitions)
can have very different connotations (feelings).
* recognize the difference between general academic words and phrases (Tier Two
words provide more precise meaning or description, e.g., saunter instead of walk.)
and domain-specific words and phrases (Tier Three words are specific to content
knowledge, e.g., lava, legislature, carburetor.).
* acquire and use grade-appropriate academic and domain-specific words/phrases to
increase comprehension and expression.
SPEAKING AND LISTENING STANDARDS
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I can…
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.
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, set specific goals and deadlines,
and define individual roles as needed.
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.
Learning Targets adapted from The Common Core, Align, Assess, Achieve, LLC and
Maryland Common Core State Curriculum Framework for ELA
*come prepared with key points and textual evidence to contribute to
discussion.
*create questions and locate key textual evidence to contribute to a
discussion on the given topic, text, or issue.
*define the rules and roles necessary for collaborative discussion.
*identify the key ideas presented in a variety of media and formats
(e.g., charts, graphs, tables, websites, speeches).
*explain how media and formats add meaning to a topic, text, or
issue.