# Grade 6: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 37 concepts ready. In the app: https://ai.page/roadmap/co-ela-grade-6 Part of: [Colorado: English language arts](https://ai.page/roadmap/co-ela.md) Goal: Colorado academic standards: English language arts, Grade 6 ## 1. Research Inquiry and Design · Draw evidence from literary or informational texts to support analysis, reflection, and research. - [Literary Evidence in Writing](https://ai.page/c/literary-evidence-in-writing/index.md): Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature ## 2. Writing and Composition · Use knowledge of language and its conventions when writing, speaking, reading, or listening. - [Writing for an audience](https://ai.page/c/writing-for-an-audience/index.md): Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout ## 3. Writing and Composition · Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. - [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing - [Advanced Punctuation for Clarity](https://ai.page/c/advanced-punctuation-for-clarity/index.md): Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements ## 4. Writing and Composition · Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. - [Standard English](https://ai.page/c/standard-english/index.md): Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech ## 5. Writing and Composition · Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. - [Narrative Writing](https://ai.page/c/narrative-writing/index.md): Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations - [Writing Character & Dialogue](https://ai.page/c/writing-character-and-dialogue/index.md): Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion ## 6. Writing and Composition · Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. - [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section - [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary ## 7. Writing and Composition · Write arguments to support claims with clear reasons and relevant evidence. - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement ## 8. Reading for All Purposes · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony - [Advanced Figurative Language](https://ai.page/c/advanced-figurative-language/index.md): Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words ## 9. Reading for All Purposes · 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. - [Vocabulary Strategies](https://ai.page/c/vocabulary-strategies/index.md): Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning ## 10. Reading for All Purposes · Use Range of Reading and Complexity of Text to: - [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader ## 11. Reading for All Purposes · Use Integration of Knowledge and Ideas to: - [Comparing Books](https://ai.page/c/comparing-books/index.md): Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts - [Supporting ideas with evidence](https://ai.page/c/supporting-ideas-with-evidence/index.md): Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points - [Using Multiple Sources](https://ai.page/c/using-multiple-sources/index.md): Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently - [Text & Media Connections](https://ai.page/c/text-and-media-connections/index.md): Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text ## 12. Reading for All Purposes · Use Craft and Structure to: - [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone - [Analysing Text Structure](https://ai.page/c/analysing-text-structure/index.md): Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas - [How Parts Build a Whole Text](https://ai.page/c/how-parts-build-a-whole-text/index.md): Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole - [Planning Narratives](https://ai.page/c/planning-narratives/index.md): Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed ## 13. Reading for All Purposes · Use Key Ideas and Details to: - [Summarising Non-Fiction Main Ideas](https://ai.page/c/summarising-non-fiction-main-ideas/index.md): Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions - [Using and Evaluating Textual Evidence](https://ai.page/c/using-and-evaluating-textual-evidence/index.md): Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point - [Plot Structure and Character Development](https://ai.page/c/plot-structure-and-character-development/index.md): Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot - [Tracing Theme Across a Text](https://ai.page/c/tracing-theme-across-a-text/index.md): Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion ## 14. Oral Expression and Listening · 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 - [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking - [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions - [Building on Others in Discussions](https://ai.page/c/building-on-others-in-discussions/index.md): Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others - [Preparing for and Explaining in Discussions](https://ai.page/c/preparing-for-and-explaining-in-discussions/index.md): Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion ## 15. Pose research question(s), gather, synthesize, and credit relevant and credible resources, and present findings. · Use information from literary and informational text to support writing - [Evidence-Based Writing](https://ai.page/c/evidence-based-writing/index.md): Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction ## 16. Plan, draft, edit, and revise as needed to craft clear and coherent writing that demonstrates a grasp of standard conventions for grammar, usage, and mechanics as well as a style appropriate for purpo - [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar ## 17. Apply knowledge of word relationships, word structures, and sentence structures to determine the meaning of new words in context. · Demonstrate understanding of word relationships and use - [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known ## 18. Analyze organization and structure of informational text to make meaning. · Find similarities in information presented in different media or formats as well as in text - [Comparing Structure in Information Texts](https://ai.page/c/comparing-structure-in-information-texts/index.md): Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution ## 19. Analyze literary elements within different types of literature to make meaning. · Compare the experience of reading or listening to a written story, drama or poem with the experience of watching video - [Critical comparison across texts](https://ai.page/c/critical-comparison-across-texts/index.md): Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures - [Multimedia elements in texts](https://ai.page/c/multimedia-elements-in-texts/index.md): Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry ## 20. Analyze literary elements within different types of literature to make meaning. · Determine how word choice changes the meaning in a text - [How Language Choices Affect the Reader](https://ai.page/c/how-language-choices-affect-the-reader/index.md): Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader ## Health: 0 of 100 Of its 37 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Literary Evidence in Writing has no explanation yet - Writing for an audience has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Advanced Punctuation for Clarity has no explanation yet - Standard English has no explanation yet - Narrative Writing has no explanation yet - Writing Character & Dialogue comes before Planning Narratives, which it needs - Writing Character & Dialogue has no explanation yet - Basic Informational Writing has no explanation yet - Developed Informational and Explanatory Writing has no explanation yet - Persuasive Writing has no explanation yet - Figurative Language and Literary Devices comes before How Language Choices Affect the Reader, which it needs - Figurative Language and Literary Devices has no explanation yet - Advanced Figurative Language comes before How Language Choices Affect the Reader, which it needs - Advanced Figurative Language has no explanation yet - Vocabulary Strategies has no explanation yet - Wide Independent Reading Across Genres has no explanation yet - Comparing Books has no explanation yet - Supporting ideas with evidence has no explanation yet - Using Multiple Sources has no explanation yet - Text & Media Connections has no explanation yet - Purpose, audience, and context has no explanation yet - Analysing Text Structure has no explanation yet - How Parts Build a Whole Text has no explanation yet - Planning Narratives has no explanation yet - Summarising Non-Fiction Main Ideas has no explanation yet - Using and Evaluating Textual Evidence has no explanation yet - Plot Structure and Character Development has no explanation yet - Tracing Theme Across a Text has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Building on Others in Discussions has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Evidence-Based Writing has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Discussing and Questioning New Words has no explanation yet - Comparing Structure in Information Texts has no explanation yet - Critical comparison across texts has no explanation yet - Multimedia elements in texts has no explanation yet - How Language Choices Affect the Reader has no explanation yet Credit: The structure of Colorado academic standards: English language arts (https://www.cde.state.co.us/coreadingwriting/2020cas-rw-p12); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.