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How to learn Grade 6: English language arts

Georgia academic standards: English language arts, Grade 6

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1. Texts (T) Students grow in their learning as they purposefully engage with texts. · Periods & Movements Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particu

  1. Multimedia elements in texts: 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

2. Texts (T) Students grow in their learning as they purposefully engage with texts. · Curating Sources & Evidence Utilize multiple print and digital texts to address a specific topic or question, assess

  1. Using Multiple Sources: 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

3. Texts (T) Students grow in their learning as they purposefully engage with texts. · Research & Inquiry Conduct research, generating questions to guide investigations of complex topics of interest and

  1. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

4. Texts (T) Students grow in their learning as they purposefully engage with texts. · Poetic Techniques Analyze and apply poetic techniques.

  1. Performing Scripts & Poetry: Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance
  2. Poetic forms and conventions: Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect

5. Texts (T) Students grow in their learning as they purposefully engage with texts. · Argumentative Techniques Analyze and apply argumentative techniques.

  1. Justifying Views About Texts: Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments
  2. Persuasive Writing: 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
  3. Supporting ideas with evidence: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points

6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Analyze and apply expository techniques.

  1. Developed Informational and Explanatory Writing: 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
  2. Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Analyze and apply narrative techniques.

  1. Planning Narratives: Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed
  2. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Craft Interpret and use language to craft engaging texts.

  1. Writing Craft Vocabulary: Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader
  2. Writing Techniques for Effect: Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact
  3. How Language Choices Affect the Reader: Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

9. Texts (T) Students grow in their learning as they purposefully engage with texts. · Organization Analyze and use organizational structures to craft meaning.

  1. Analysing Text Structure: 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
  2. Comparing Structure in Information Texts: 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

10. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Analyze how authors’ and/or speakers’ perspectives influence texts and how circumstances shape th

  1. Different viewpoints in texts: Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling

11. Texts (T) Students grow in their learning as they purposefully engage with texts. · Purpose & Audience Analyze the impact of purpose and audience on a wide variety of texts.

  1. Purpose, audience, and context: 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

12. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi

  1. Standard English: 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
  2. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
  3. Literary and Language Terminology: Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features
  4. Academic Vocabulary: Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects

13. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing like a Reader Construct te

  1. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
  2. Writing for an audience: 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

14. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing Processes Compose a range

  1. Planning, Revising and Editing Writing: 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
  2. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

15. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Comprehension Strategies Engage wi

  1. Synthesising across multiple texts: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising

16. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Engagement & Intention Engage in w

  1. Writing Character & Dialogue: 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