# Grade 6: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 26 concepts ready. In the app: https://ai.page/roadmap/mn-ela-grade-6 Part of: [Minnesota: English language arts](https://ai.page/roadmap/mn-ela.md) Goal: Minnesota academic standards: English language arts, Grade 6 ## 1. Grade 6 · Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline. - [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 ## 2. Grade 6 · Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context. - [Adapting Speech to Context](https://ai.page/c/adapting-speech-to-context/index.md): Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences ## 3. Grade 6 · Exchange ideas in discussion and collaboration, as listener, speaker and participant, A) including the voices and perspectives of Dakota and Anishinaabe people as well other perspectives, id - [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 ## 4. Grade 6 · Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property. - [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 ## 5. Grade 6 · Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences. - [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 ## 6. Grade 6 · Write narratives, poetry and other creative texts with details and effective technique to express ideas. - [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 ## 7. Grade 6 · Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience. - [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 ## 8. Grade 6 · Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience. - [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 ## 9. Grade 6 · Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing. - [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 ## 10. Grade 6 · Write routinely for various purposes and disciplines, representing one's own personal perspective, identity and voice. - [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 ## 11. Grade 6 · Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing. - [Grammar Terms: Voice and Punctuation](https://ai.page/c/grammar-terms-voice-and-punctuation/index.md): Know and use Year 6 grammatical terminology accurately: subject, object, active voice, passive voice, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points - [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 ## 12. Grade 6 · Access and gather information from a variety of sources, representing diverse perspectives, and assessing relevancy and credibility of information. - [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 ## 13. Grade 6 · Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts. - [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 - [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 ## 14. Grade 6 · Evaluate arguments and specific claims from complex informational texts. - [Evaluating Arguments in Non-Fiction](https://ai.page/c/evaluating-arguments-in-non-fiction/index.md): Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques ## 15. Grade 6 · Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in comple - [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 ## 16. Grade 6 · Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts. - [Interpreting visual information in texts](https://ai.page/c/interpreting-visual-information-in-texts/index.md): Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text - [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 ## 17. Grade 6 · Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts. - [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do - [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 ## 18. Grade 6 · Read and comprehend independently A) both self- selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives and i - [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 ## Health: 0 of 100 Of its 26 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): - Sharing and Publishing Your Writing 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 - Adapting Speech to Context has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Evidence-Based Writing has no explanation yet - Short Research Projects has no explanation yet - Narrative Writing has no explanation yet - Writing Character & Dialogue has no explanation yet - Basic Informational Writing has no explanation yet - Persuasive Writing comes before Writing for an audience, which it needs - Persuasive Writing comes before Justifying Views About Texts, which it needs - Persuasive Writing has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Writing for an audience has no explanation yet - Grammar Terms: Voice and Punctuation has no explanation yet - Literary and Language Terminology has no explanation yet - Research & Source Evaluation has no explanation yet - Using Multiple Sources has no explanation yet - Academic Vocabulary has no explanation yet - How Language Choices Affect the Reader has no explanation yet - Evaluating Arguments in Non-Fiction has no explanation yet - Critical comparison across texts has no explanation yet - Interpreting visual information in texts has no explanation yet - Analysing Text Structure has no explanation yet - Comparing Structure in Information Texts has no explanation yet - Reading between the lines has no explanation yet - Justifying Views About Texts has no explanation yet - Wide Independent Reading Across Genres has no explanation yet Credit: The structure of Minnesota academic standards: English language arts (https://education.mn.gov/MDE/dse/stds/ela/education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD081705&RevisionSelectionMethod=latestReleased&Rendition=primary); 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.