# Grade 6: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 29 concepts ready. In the app: https://ai.page/roadmap/ga-ela-grade-6 Part of: [Georgia: English language arts](https://ai.page/roadmap/ga-ela.md) Goal: Georgia academic standards: English language arts, Grade 6 ## 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 - [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 ## 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 - [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 ## 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 - [Short Research Projects](https://ai.page/c/short-research-projects/index.md): 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. - [Performing Scripts & Poetry](https://ai.page/c/performing-scripts-and-poetry/index.md): 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 - [Poetic forms and conventions](https://ai.page/c/poetic-forms-and-conventions/index.md): 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. - [Justifying Views About Texts](https://ai.page/c/justifying-views-about-texts/index.md): Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments - [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 - [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 ## 6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Analyze and apply expository techniques. - [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 - [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 ## 7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Analyze and apply narrative techniques. - [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 - [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 ## 8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Craft Interpret and use language to craft engaging texts. - [Writing Craft Vocabulary](https://ai.page/c/writing-craft-vocabulary/index.md): 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 - [Writing Techniques for Effect](https://ai.page/c/writing-techniques-for-effect/index.md): 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 - [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 ## 9. Texts (T) Students grow in their learning as they purposefully engage with texts. · Organization Analyze and use organizational structures to craft meaning. - [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 - [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 ## 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 - [Different viewpoints in texts](https://ai.page/c/different-viewpoints-in-texts/index.md): 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. - [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 ## 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 - [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 - [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 - [Literary and Language Terminology](https://ai.page/c/literary-and-language-terminology/index.md): 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 - [Academic Vocabulary](https://ai.page/c/academic-vocabulary/index.md): 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 - [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 - [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 ## 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 - [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 - [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 ## 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 - [Synthesising across multiple texts](https://ai.page/c/synthesising-across-multiple-texts/index.md): 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 - [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 ## Health: 0 of 100 Of its 29 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): - Multimedia elements in texts has no explanation yet - Using Multiple Sources has no explanation yet - Short Research Projects has no explanation yet - Performing Scripts & Poetry has no explanation yet - Poetic forms and conventions has no explanation yet - Justifying Views About Texts has no explanation yet - Persuasive Writing comes before Writing for an audience, which it needs - Persuasive Writing has no explanation yet - Supporting ideas with evidence has no explanation yet - Developed Informational and Explanatory Writing comes before Writing for an audience, which it needs - Developed Informational and Explanatory Writing has no explanation yet - Comparing Books has no explanation yet - Planning Narratives has no explanation yet - Narrative Writing has no explanation yet - Writing Craft Vocabulary has no explanation yet - Writing Techniques for Effect has no explanation yet - How Language Choices Affect the Reader has no explanation yet - Analysing Text Structure has no explanation yet - Comparing Structure in Information Texts has no explanation yet - Different viewpoints in texts has no explanation yet - Purpose, audience, and context has no explanation yet - Standard English has no explanation yet - Discussing and Questioning New Words has no explanation yet - Literary and Language Terminology has no explanation yet - Academic Vocabulary has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing for an audience has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Literary Evidence in Writing has no explanation yet - Synthesising across multiple texts has no explanation yet - Writing Character & Dialogue has no explanation yet Credit: The structure of Georgia academic standards: English language arts (https://case.georgiastandards.org/391c3abe-c1ec-4a4a-a942-c9e152b35102/81848a48-ee42-417b-ab91-b3c54ec40b99/68); 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.