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How to learn Grade 6: English language arts

Tennessee academic standards: English language arts, Grade 6

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1. Writing · Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audienc

  1. Writing Across Genres: 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

2. Writing · Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature
  2. Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

3. Writing · Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism.

  1. Research & Note-Taking: 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
  2. Synthesising across multiple texts: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising
  3. Research & Source Evaluation: 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 · Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation.

  1. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

5. Writing · Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

  1. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

6. Writing · Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

  1. Revising and editing (age 7+): Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level
  2. Planning, Revising and Editing Writing: 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

7. Writing · Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

  1. Writing for an audience: 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 · Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

9. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Developed Informational and Explanatory Writing: 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

10. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Persuasive Writing: 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

11. Speaking and Listening · Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate.

  1. Adapting Speech to Context: 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

12. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  1. Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

13. Speaking and Listening · Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task,

  1. Identifying Reasons Behind a Speaker's Points: Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant
  2. Evaluating a Speaker's Argument: 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
  3. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking

14. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others' ideas and expressing their own clearly and per

  1. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
  2. Preparing for and Explaining in Discussions: Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

15. Speaking and Listening · Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats.

  1. Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

16. Reading Informational Text · Read and comprehend complex literary and informational texts independently and proficiently.

  1. Wide Independent Reading Across Genres: 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

17. Reading Informational Text · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes.

  1. Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts
  2. Comparing Structure in Information Texts: 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

18. Reading Informational Text · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

  1. Evaluating Arguments in Non-Fiction: 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

19. Reading Informational Text · Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

  1. Interpreting visual information in texts: 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

20. Reading Informational Text · Assess how point of view or purpose shapes the content and style of a text.

  1. Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose

21. Reading Informational Text · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each oth

  1. Analysing Text Structure: 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

22. Reading Informational Text · Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or t

  1. Figurative Language and Literary Devices: 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

23. Reading Informational Text · Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  1. Explaining Relationships in Texts: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information
  2. Explaining Events & Ideas: 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

24. Reading Informational Text · Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

  1. Summarising Non-Fiction Main Ideas: 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

25. Reading Informational Text · Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusion

  1. Justifying Views About Texts: Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments
  2. Using and Evaluating Textual Evidence: 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

26. Reading Literature · Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

  1. Multimedia elements in texts: 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

27. Reading Literature · Assess how point of view or purpose shapes the content and style of a text.

  1. Different viewpoints in texts: 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

28. Reading Literature · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and t

  1. How Parts Build a Whole Text: 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

29. Reading Literature · Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  1. Plot Structure and Character Development: Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot

30. Reading Literature · Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

  1. Tracing Theme Across a Text: 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

31. Language · Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference

  1. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
  2. Domain Vocabulary Across Subject Areas: 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
  3. Vocabulary Strategies: 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
  4. Advanced Figurative Language: 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

32. Language · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  1. Advanced Punctuation for Clarity: 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

33. Language · Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Standard English: 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