# Grade 6: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 24 concepts ready. In the app: https://ai.page/roadmap/ks-ela-grade-6

Part of: [Kansas: English language arts](https://ai.page/roadmap/ks-ela.md)

Goal: Kansas academic standards: English language arts, Grade 6

## 1. Grade 6 · Demonstrate command of the conventions of standard English grammar and usage when 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
- [Consistent verb tense](https://ai.page/c/consistent-verb-tense/index.md): Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning
- [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience

## 2. Grade 6 · Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on sixth grade topics, texts and issues, building on others' ideas an

- [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

## 3. Grade 6 · Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when 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. Grade 6 · 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

## 5. Grade 6 · Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

- [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
- [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

## 6. Grade 6 · 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

## 7. Grade 6 · Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

- [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

## 8. Grade 6 · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on sixth grade reading and content.

- [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
- [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
- [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

## 9. Engage

- [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
- [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
- [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

## 10. Explore

- [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. Curate

- [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
- [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
- [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. Include

- [Multiple Accounts of Events](https://ai.page/c/multiple-accounts-of-events/index.md): Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

## 13. Inquire

- [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
- [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood

## Health: 0 of 100

Of its 24 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):

- Standard English has no explanation yet
- Consistent verb tense has no explanation yet
- Speaking Formally and Giving Presentations has no explanation yet
- Group discussions has no explanation yet
- Advanced Punctuation for Clarity has no explanation yet
- Narrative Writing has no explanation yet
- Writing Character & Dialogue has no explanation yet
- Finding Theme and Summarising has no explanation yet
- Tracing Theme Across a Text has no explanation yet
- Persuasive Writing has no explanation yet
- Advanced Figurative Language has no explanation yet
- Vocabulary Strategies has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Greek and Latin Roots for Word Meaning has no explanation yet
- Synthesising across multiple texts has no explanation yet
- Developed Informational and Explanatory Writing has no explanation yet
- Purpose, audience, and context has no explanation yet
- Wide Independent Reading Across Genres has no explanation yet
- Research & Source Evaluation has no explanation yet
- Using Multiple Sources has no explanation yet
- Summarising Spoken and Media Presentations has no explanation yet
- Multiple Accounts of Events has no explanation yet
- Using and Evaluating Textual Evidence has no explanation yet
- Asking Questions has no explanation yet

Credit: The structure of Kansas academic standards: English language arts (https://community.ksde.org/LinkClick.aspx?fileticket=lRPEqFzIgQA%3d&tabid=5280); 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.