# Grade 6: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 28 concepts ready. In the app: https://ai.page/roadmap/ne-ela-grade-6 Part of: [Nebraska: English language arts](https://ai.page/roadmap/ne-ela.md) Goal: Nebraska academic standards: English language arts, Grade 6 ## 1. Speaking and Listening · Present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and details to clarify themes or central ideas. - [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 - [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 - [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 - [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking - [Reporting & Recounting](https://ai.page/c/reporting-and-recounting/index.md): Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace ## 2. Speaking and Listening · Prepare for and participate in structured discussions and collaborations about 6th grade topics and texts. - [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 ## 3. Writing · Gather and use credible evidence from trustworthy sources and assess its relevance in answering a research question. - [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 - [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 ## 4. Writing · Write informative/explanatory pieces to examine a topic or text and clearly convey ideas and information. - [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 - [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 ## 5. Writing · Write arguments that explain a perspective with supporting reasons and 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 - [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 ## 6. Writing · Write in a variety of literary forms to convey real or imagined experiences or events in which the development and structure are appropriate to the task, purpose, and audience. - [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 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 ## 7. Writing · Use a recursive writing process to develop, strengthen, and produce writing appropriate to the audience, purpose, 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 - [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 - [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 ## 8. Writing · Create grammatically correct multi-paragraph compositions with varied sentence structures. - [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 - [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 - [Colons and Semicolons in Lists](https://ai.page/c/colons-and-semicolons-in-lists/index.md): Use a colon to introduce a list and semi-colons to separate items within lists, particularly when list items contain internal commas or are complex phrases - [Punctuating Clauses](https://ai.page/c/punctuating-clauses/index.md): Use semi-colons, colons, and dashes to mark boundaries between independent clauses, choosing the appropriate punctuation based on the relationship between the clauses ## 9. Vocabulary · Interpret an author's use of figurative, connotative, and technical language in grade-level literary and informational text. - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony - [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 ## 10. Vocabulary · Integrate grade-level academic vocabulary appropriately for a variety of tasks and purposes. - [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 - [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 - [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 - [Domain Vocabulary Across Subject Areas](https://ai.page/c/domain-vocabulary-across-subject-areas/index.md): Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas ## Health: 0 of 100 Of its 28 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 Presentations has no explanation yet - Evaluating a Speaker's Argument has no explanation yet - Summarising Spoken and Media Presentations has no explanation yet - Listening and responding has no explanation yet - Reporting & Recounting has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Evidence-Based Writing 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 - Basic Informational 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 - Persuasive Writing comes before Writing for an audience, which it needs - Persuasive Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Narrative Writing has no explanation yet - Writing Across Genres has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Writing for an audience has no explanation yet - Types of Sentences has no explanation yet - Consistent verb tense has no explanation yet - Colons and Semicolons in Lists has no explanation yet - Punctuating Clauses has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Advanced Figurative Language has no explanation yet - Vocabulary Strategies has no explanation yet - Academic Vocabulary has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet Credit: The structure of Nebraska academic standards: English language arts (https://cdn.education.ne.gov/wp-content/uploads/2021/10/ELA-Standards-Final-Draft-edited-10.6.21.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.