Indiana Standards for Sixth Grade English Language Arts

AnalogiesWorksheets: 4Study Guides: 1Author's Purpose/Point of ViewWorksheets: 3Study Guides: 1Cause and EffectFreeWorksheets: 3Cause/Effect, Fact/OpinionWorksheets: 3Study Guides: 1Content VocabularyWorksheets: 3Decoding StrategiesWorksheets: 3Different GenresWorksheets: 3Extraneous DetailWorksheets: 3Study Guides: 1Fact/Opinion/ExaggerationWorksheets: 3Grammar/SpellingFreeWorksheets: 7Study Guides: 1High Frequency Words IWorksheets: 3Study Guides: 1High Frequency Words IIWorksheets: 3Study Guides: 1Identify PerspectivesWorksheets: 3Informal LanguageWorksheets: 3Interpret TextWorksheets: 3Making PredictionsWorksheets: 4Study Guides: 1Parts of a BookWorksheets: 7Study Guides: 1Personal ExperienceWorksheets: 3Prefix/SuffixWorksheets: 4Study Guides: 1Punctuation for ComprehensionWorksheets: 3Root WordsWorksheets: 4Study Guides: 1SequencingWorksheets: 4Study Guides: 1Signal/Transitional WordsWorksheets: 3Simple/Compound/Complex SentencesWorksheets: 3Syllables/Spelling PatternsWorksheets: 4Study Guides: 1Text FeaturesWorksheets: 3Study Guides: 1Title/Author of Well Known LiteratureWorksheets: 3Using a ThesaurusWorksheets: 3

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

6.1.2. Vocabulary and Concept Development: Identify and interpret figurative language (including similes, comparisons that use like or as, and metaphors, implied comparisons) and words with multiple meanings.

6.1.3. Vocabulary and Concept Development: Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

6.1.4. Vocabulary and Concept Development: Understand unknown words in informational texts by using word, sentence, and paragraph clues to determine meaning.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

6.2.1. Structural Features of Informational and Technical Materials: Identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information.

6.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Connect and clarify main ideas by identifying their relationships to multiple sources and related topics.

6.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports.

6.2.6. Expository (Informational) Critique: Determine the appropriateness of the evidence presented for an author's conclusions and evaluate whether the author adequately supports inferences.

6.2.7. Expository (Informational) Critique: Make reasonable statements and conclusions about a text, supporting them with evidence from the text.

6.2.9. Expository (Informational) Critique: Identify problems with an author's use of figures of speech, logic, or reasoning (assumption and choice of facts or evidence).

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

6.3.2. Analysis of Grade-Level-Appropriate Literary Text: Analyze the effect of the qualities of the character on the plot and the resolution of the conflict.

6.3.3. Analysis of Grade-Level-Appropriate Literary Text: Analyze the influence of the setting on the problem and its resolution.

6.3.4. Analysis of Grade-Level-Appropriate Literary Text: Define how tone or meaning are conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration (repetition of sounds, such as wild and woolly or threatening throngs), and rhyme.

6.3.6. Analysis of Grade-Level-Appropriate Literary Text: Identify and analyze features of themes conveyed through characters, actions, and images.

6.3.7. Analysis of Grade-Level-Appropriate Literary Text: Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of fictional and nonfictional texts.

6.3.8. Literary Criticism: Critique the believability of characters and the degree to which a plot is believable or realistic.

6.3.9. Analysis of Grade-Level-Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved.

IN.4. Writing: Processes and Features: Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. They write clear, coherent, and focused essays.

6.4.3. Organization and Focus: Write informational pieces of several paragraphs that: engage the interest of the reader; state a clear purpose; develop the topic with supporting details and precise language; conclude with a detailed summary linked to the purpose of the composition.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 6 write narrative, expository (informational), persuasive, and descriptive texts (research reports of 400 to 700 words or more).

6.5.1. Writing Processes and Features: Write narratives that: establish and develop a plot and setting and present a point of view that is appropriate to the stories; include sensory details and clear language to develop plot and character; use a range of narrative devices, such as dialogue or suspense.

6.5.2. Writing Processes and Features: Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that: state the thesis (position on the topic) or purpose; explain the situation; organize the composition clearly; offer evidence to support arguments and conclusions.

6.5.5. Writing Processes and Features: Write persuasive compositions that: state a clear position on a proposition or proposal; support the position with organized and relevant evidence and effective emotional appeals; anticipate and address reader concerns and counterarguments.

6.5.7. Writing Processes and Features: Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as necessary.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

6.6.2. Grammar: Identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects.

6.6.3. Punctuation: Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn't complete the project.).

6.6.4. Capitalization: Use correct capitalization.

6.6.5. Spelling: Spell correctly frequently misspelled words (their/they're/there, loose/lose/loss, choose/chose, through/threw).

6.6.6. Sentence Structure: Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence)

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience.

6.7.11. Speaking Applications: Deliver informative presentations that: pose relevant questions sufficiently limited in scope to be completely and thoroughly answered; develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information.

6.7.4. Organization and Delivery of Oral Communication: Select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation (changes in tone) to the audience.

6.7.6. Organization and Delivery of Oral Communication: Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology.

6.7.7. Organization and Delivery of Oral Communication: Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention.

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