# Grade 6: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 39 concepts ready. In the app: https://ai.page/roadmap/in-ela-grade-6 Part of: [Indiana: English language arts](https://ai.page/roadmap/in-ela.md) Goal: Indiana academic standards: English language arts, Grade 6 ## 1. Demonstrate management of individual and family finances by applying reliable information and systematic decision making. · Analyze financial information from a variety of reliable sources. - [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 ## 2. Writing · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: - [Bullet Point Punctuation](https://ai.page/c/bullet-point-punctuation/index.md): Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items ## 3. Writing · Demonstrate command of English grammar and usage, focusing on: - [Phrases & Clauses](https://ai.page/c/phrases-and-clauses/index.md): Understand and analyse the function of phrases (noun, verb, adjectival, adverbial, prepositional) and clauses (main, subordinate, relative) in general and in specific sentences, including recognising and correcting misplaced and dangling modifiers - [Types of Sentences](https://ai.page/c/types-of-sentences/index.md): Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style ## 4. Writing · Conduct research assignments and tasks to build knowledge about the research process and the topic under study. - [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 - [Research & Note-Taking](https://ai.page/c/research-and-note-taking/index.md): Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources - [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail ## 5. Writing · Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative. - [Writing Across Genres](https://ai.page/c/writing-across-genres/index.md): Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each - [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 - [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 - [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 ## 6. Writing · Write informative compositions in a variety of forms that: - [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 - [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 - [Layout and Formatting in Informational Writing](https://ai.page/c/layout-and-formatting-in-informational-writing/index.md): Use layout devices including headings, sub-headings, columns, bullets, and tables to structure text and guide the reader through informational and explanatory writing ## 7. Writing · Write arguments in a variety of forms that: - [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 - [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section ## 8. Communication and Collaboration · Use evidence to evaluate the accuracy of information presented in multiple media messages. (E) - [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 ## 9. Communication and Collaboration · Develop engaging presentations that include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. - [Multimedia Presentations](https://ai.page/c/multimedia-presentations/index.md): Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes ## 10. Communication and Collaboration · Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. - [Evaluating a Speaker's Argument](https://ai.page/c/evaluating-a-speaker-s-argument/index.md): Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support ## 11. Communication and Collaboration · 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 - [Summarising Spoken and Media Presentations](https://ai.page/c/summarising-spoken-and-media-presentations/index.md): Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally ## 12. Communication and Collaboration · Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (E) - [Drawing Conclusions from Discussion](https://ai.page/c/drawing-conclusions-from-discussion/index.md): Review the key ideas expressed in discussions and draw conclusions in light of information and knowledge gained from the discussion ## 13. Communication and Collaboration · Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (E) - [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 ## 14. Communication and Collaboration · Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) on grade appropriate topics, texts, and issues, building on - [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 ## 15. Writing · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: a. Punctuation – I. Using punctuation (e.g., commas, parentheses, dashes) to - [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 ## 16. Writing · Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative. a. Plan and develop, draft, and revise writing using appropriate refer - [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. Reading Comprehension · Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (E) - [Greek and Latin Roots for Word Meaning](https://ai.page/c/greek-and-latin-roots-for-word-meaning/index.md): Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings ## 18. Reading Comprehension · Distinguish among the connotations of words with similar denotations. - [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 ## 19. Reading Comprehension · Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand individual words. - [Explaining Relationships in Texts](https://ai.page/c/explaining-relationships-in-texts/index.md): Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information ## 20. Reading Comprehension · Use context to determine or clarify the meaning of words and phrases. - [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 ## 21. Reading Comprehension · Integrate information presented in different media or formats (e.g., visually, quantitatively, verbally) to demonstrate a coherent understanding of a topic or issue. - [Combining information from texts](https://ai.page/c/combining-information-from-texts/index.md): Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes ## 22. Reading Comprehension · Trace and evaluate the argument and specific claims in a text, distinguishing claims that the author supports with reasons and evidence from claims that are not supported. - [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 ## 23. Reading Comprehension · Determine an author’s perspective or purpose in a text, and explain how it is conveyed in the text. (E) - [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 - [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose - [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 ## 24. Reading Comprehension · Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). - [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 - [Explaining Events & Ideas](https://ai.page/c/explaining-events-and-ideas/index.md): Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process ## 25. Reading Comprehension · Determine how a central idea of a text is conveyed through particular details; provide an objective summary of the text. - [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 ## 26. Reading Comprehension · Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a work of literature and contributes to the development of the theme, characteri - [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 ## 27. Reading Comprehension · Determine how a theme or central idea of a work of literature is conveyed through particular details; provide a detailed, objective summary of the text. (E) - [Finding Theme and Summarising](https://ai.page/c/finding-theme-and-summarising/index.md): Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions ## Health: 0 of 100 Of its 39 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): - Using Multiple Sources has no explanation yet - Bullet Point Punctuation has no explanation yet - Phrases & Clauses has no explanation yet - Types of Sentences has no explanation yet - Short Research Projects has no explanation yet - Research & Note-Taking has no explanation yet - Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs - Research & Source Evaluation has no explanation yet - Writing Across Genres has no explanation yet - Narrative Writing has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Developed Informational and Explanatory Writing comes before Layout and Formatting in Informational Writing, which it needs - Developed Informational and Explanatory Writing comes before Writing for an audience, which it needs - Developed Informational and Explanatory Writing has no explanation yet - Basic Informational Writing has no explanation yet - Writing for an audience has no explanation yet - Layout and Formatting in Informational Writing has no explanation yet - Persuasive Writing comes before Justifying Views About Texts, which it needs - Persuasive Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Using and Evaluating Textual Evidence comes before Justifying Views About Texts, which it needs - Using and Evaluating Textual Evidence has no explanation yet - Multimedia Presentations has no explanation yet - Evaluating a Speaker's Argument has no explanation yet - Summarising Spoken and Media Presentations has no explanation yet - Drawing Conclusions from Discussion has no explanation yet - Building on Others in Discussions has no explanation yet - Group discussions has no explanation yet - Advanced Punctuation for Clarity has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet - Comparing Books has no explanation yet - Explaining Relationships in Texts has no explanation yet - Vocabulary Strategies has no explanation yet - Combining information from texts has no explanation yet - Supporting ideas with evidence has no explanation yet - Purpose, audience, and context has no explanation yet - Why the author wrote it has no explanation yet - Justifying Views About Texts has no explanation yet - Tracing Theme Across a Text has no explanation yet - Explaining Events & Ideas has no explanation yet - Summarising Non-Fiction Main Ideas has no explanation yet - How Parts Build a Whole Text has no explanation yet - Finding Theme and Summarising has no explanation yet Credit: The structure of Indiana academic standards: English language arts (https://www.doe.in.gov/sites/default/files/standards/journalism-standards-updated-march-2020.pdf); 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.