Maryland College and Career-Ready Standards 6th Grade ELA Activities

MD.RL. Standards for Reading Literature (RL)

Key Ideas and Details

RL1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

6.RL1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RL1.1. Apply appropriate before reading strategies interacting with a text e.g., previewing the text, setting a purpose for reading, making predictions about the text, and drawing connections between prior knowledge or experience and the text.

6.RL1.2. Monitor comprehension with appropriate during reading strategies e.g., rereading, paraphrasing, summarizing, connecting related ideas within a text, verifying or modifying predictions, visualizing, and connecting text ideas with prior knowledge or experience.

6.RL1.3. Demonstrate comprehension of a text with after reading strategies by: explaining the main ideas; identifying what is directly stated in the text; drawing inferences; drawing conclusions; verifying or adjusting predictions; making new predictions; paraphrasing and summarizing (See MD SLM 6-8 4A2.b); making connections between the text and oneself.

6.RL1.4. Determine and state evidence that confirms the important ideas and messages of a literary text.

6.RL1.5. Identify evidence to suggest logically what might be true about characters, setting, plot, etc.

6.RL1.6. Use relationships between words for understanding e.g., antonyms, synonyms, related words with similar word parts (See CCSS L.6.5b).

6.RL1.7. Distinguish between connotations and denotations of words for understanding (See CCSS L.6.5c).

6.RL1.9. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

6.RL1.10. Use appropriate academic or domain-specific words when discussing or writing about literature (See CCSS L.6.6).

RL2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

6.RL2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.RL2.1. Use significant details of characterization and/or plot development, repeated words, ideas, and/or symbols as clues to theme.

6.RL2.2. Connect conclusions about character/s, plot, and/or symbols to determine theme.

6.RL2.3. Present details to accentuate support of main ideas or themes (See CCSS SL.6.5).

6.RL2.4. Distinguish between subjective and objective summaries.

6.RL2.6. Review key ideas expressed through paraphrasing (See CCSS SL.6.1d).

6.RL2.7. State or compose a summary that includes events from the beginning, middle, and end of a text.

6.RL2.8. Use a variety of transition words to convey sequence (See CCSS W.6.3c).

6.RL2.9. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

6.RL2.10. Use appropriate academic or domain-specific words when discussing or writing about literature (See CCSS L.6.6).

RL3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.

6.RL3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

6.RL3.1. Apply the basic elements of plot structure in a description of a story’s plot.

6.RL3.2. Apply the basic elements of plot structure and drama structure in a description of a drama’s plot.

6.RL3.3. Apply the elements of characterization in a description of character development.

6.RL3.4. Use a variety of transition words to convey sequence (See CCSS W.6.3c).

6.RL3.5. Use precise words and descriptive details to convey events (See CCSS W.6.3d).

6.RL3.6. Give a conclusion that follows from events (See CCSS W.5.3e).

6.RL3.7. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS 6 L1)

6.RL3.8. Use appropriate academic or domain-specific words correctly when writing about or discussing literature (See CCSS 6 L6).

Craft and Structure

RL4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

6.RL4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

6.RL4.2. Examine the author’s word choice as an indicator of tone.

6.RL4.3. Use the author’s word choice as an indicator of tone.

6.RL4.4. Use context as a clue to the meaning of words and phrases (See CCSS L.6.4a).

6.RL4.5. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (CCSS L.6.4b)

6.RL4.6. Verify an inferred meaning of a word or phrase in a dictionary (See CCSS L.6.4d).

6.RL4.7. Demonstrate an understanding of figurative language and connotation (See CCSS L.6.5a, L.6.5c).

RL5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6.RL5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6.RL5.1. Demonstrate an understanding of the structure of novels, dramas, and poetry.

6.RL5.2. Determine how the particular parts of a novel, drama, or poem relate to each other to form a complete structure.

6.RL5.3. Connect knowledge (details) of literary structures and literary elements to determine how they work together to form or advance the plot, setting, or theme of a literary text.

6.RL5.4. Determine how a theme is relayed through particular details in a literary text (See CCSS RL.6.2).

6.RL5.5. Describe how a literary text develops in a series of episodes (See CCSS RL.6.3).

6.RL5.6. Use knowledge of narrative techniques as a means to comprehend events in literary texts (See CCSS W.6.3b).

6.RL5.7. Use evidence from literary texts to support analysis of text structure (See CCSS W.6.9).

RL6.CCR. Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.

6.RL6. Explain how an author develops the point of view of the narrator or speaker in a text.

6.RL6.2. Demonstrate knowledge of person in personal pronouns (See CCSS L.6.1c).

6.RL6.4. Use dialogue to develop characters (See CCSS W.6.1b).

6.RL6.5. Use vocabulary knowledge when considering words and phrases important to comprehension (See CCSS L.6.6).

Integration of Knowledge and Ideas

RL7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

6.RL7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text or what they perceive when they listen or watch.

6.RL7.1. Demonstrate the behaviors of a strategic reader, viewer, or listener to a given literary text.

6.RL7.5. Support ideas with relevant evidence (See CCSS W.6.1b).

6.RL7.6. Use evidence from literary texts to support reflection (See CCSS W.6).

6.RL7.8. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

6.RL7.9. Use appropriate academic or domain-specific words when discussing or writing about literature (See CCSS L.6.6).

RL9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

6.RL9. Compare and contrast texts in different forms or genres (e.g., stories and poems, historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

6.RL9.1. Demonstrate the behaviors of a strategic reader to a given literary text.

6.RL9.3. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS RL.6.1)

6.RL9.4. Use evidence from literary texts to support analysis (See CCSS 6 W9).

6.RL9.5. Present findings using pertinent details (See CCSS SL.6.4).

6.RL9.6. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

6.RL9.7. Use appropriate academic or domain-specific words when discussing or writing about literature (See CCSS L.6.6).

Range of Reading and Level of Text Complexity

RL10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.

6.RL10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6.RL10.1. Adjust strategies as necessary for reading a self-selected and assigned range of grade-appropriate literary texts representing diverse cultures, perspectives, ethnicities, and time periods while self-monitoring for comprehension.

6.RL10.2. Comprehend literary texts of steadily increasing complexity with scaffolding, as necessary.

6.RL10.4. (See MD SLM 6-8 6.0)

MD.RI. Standards for Reading Informational Text (RI)

Key Ideas and Details

RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

6.RI1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RI1.1. Apply appropriate before reading strategies to a text e.g., previewing the text, setting a purpose for reading, making predictions about the text, and drawing connections between prior knowledge or experience and the text.

6.RI1.2. Monitor comprehension with appropriate during reading strategies e.g., rereading, paraphrasing, summarizing, connecting related ideas within a text, verifying or modifying predictions, visualizing, and connecting text ideas with prior knowledge or experience.

6.RI1.3. Demonstrate comprehension of a text with after reading strategies by: explaining the central ideas; identifying what is directly stated in the text; drawing inferences; drawing conclusions; verifying or adjusting predictions; making new predictions; paraphrasing and summarizing (See MD SLM 6-8 4A2.b); making connections between the text and oneself.

6.RI1.4. Determine and state evidence that confirms the meaning of an informational text.

6.RI1.5. Identify evidence to suggest logically what might be true about an author’s purpose, opinion, important ideas, etc.

6.RI1.6. Use relationships between words for understanding (See CCSS L.6.5b).

6.RI1.7. Distinguish between connotations and denotations of words for understanding (See CCSS L.6.5c).

6.RI1.9. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

6.RI2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.RI2.1. Use significant pieces of information as clues to a main idea.

6.RI2.2. Synthesize main ideas to determine a central idea.

6.RI2.3. Distinguish between subjective and objective summaries.

6.RI2.8. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

RI3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.

6.RI3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

6.RI3.1. Identify important persons, events or ideas in an informational text.

6.RI3.2. Determine the variety of ways that a person, event, or idea may be described or explained to a reader.

6.RI3.3. Examine the specific ways an important person, event, or idea in the text is presented to a reader.

6.RI3.4. Identify the effect the presentation of an important person, event, or idea in the text has upon a reader.

6.RI3.5. Apply knowledge of organizational patterns by identification of strategies such as definition, classification, comparison/contrast and cause/effect (See CCSS W.6.2a).

6.RI3.6. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

6.RI3.8. See also MD SLM.6-8.4.0, as needed.

Craft and Structure

RI4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

6.RI4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6.RI4.1. Use evidence from an informational text to determine the meaning of a word or phrase (See CCSS W.6.9).

6.RI4.2. Use context as a clue to the meaning of a word or phrase (See CCSS L.6.4a).

6.RI4.3. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (CCSS L.6.4b)

6.RI4.5. Determine the suggested meaning of connotations of words that address the same technical meaning (See CCSS L.6.5c).

6.RI4.6. Verify an inferred meaning of a word or phrase in reference materials (See CCSS L.6.4c).

RI5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6.RI5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

6.RI5.1. Determine the general organizational pattern of a grade-appropriate informational text, e.g., transition words and phrases indicating chronological order, cause/effect, problem solution, etc.

6.RI5.2. Identify the author’s purpose for a grade-appropriate informational text (See CCSS RI.6.6).

6.RI5.3. Examine how parts of the text support the identified purpose of the text.

6.RI5.4. Use evidence from informational texts to support analysis of text structure (See CCSS W.6.9).

RI6.CCR. Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.

6.RI6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

6.RI6.1. Determine the difference between author’s point of view and author’s purpose.

6.RI6.3. Determine author’s purpose through attention to format, text features, and key ideas.

Integration of Knowledge and Ideas

RI7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

6.RI7. Integrate information presented in diverse media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

6.RI7.2. Organize information from different formats to develop a logical understanding of a topic or issue.

6.RI7.3. Support ideas with relevant evidence (See CCSS W.6.1b).

RI8.CCR. Anchor Standard: 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.

6.RI8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.RI8.3. Identify supported claims versus unsupported claims in the text.

6.RI8.4. Assess the value of the argument based upon supported claims.

6.RI8.5. Use knowledge of words, phrases, and clauses to clarify the relationship between claims and support (See CCSS W.6.1c).

6.RI8.6. Delineate an argument and specific claims, showing the difference between claims that are supported and those that are not (See CCSS S/L.6).

6.RI8.7. (See MD SLM.6-8.4.0)

RI9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

6.RI9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

6.RI9.3. Support ideas with relevant evidence (See CCSS W.6.1b).

6.RI9.4. Present findings using pertinent evidence (See CCSS SL.6.4).

MD.W. Standards for Writing (W)

Text Types and Purposes

W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

6.W1-a. Write arguments to support claims with clear reasons and relevant evidence – Introduce claim(s) and organize the reasons and evidence clearly.

6.W1-a.1. Adapt the prewriting stage of the writing process to an argument, including developing one or more claims, and effectively ordering reasons that support the claim (See CCSS W.6.5): Gather information to support claims (See MD SLM 6-8 2A1, as needed).

6.W1-b. Write arguments to support claims with clear reasons and relevant evidence – Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

6.W1-b.1. Show knowledge of a topic or text by selecting appropriate evidence to support a claim or claims (See CCSS W.6.7).

6.W1-b.3. Compose a draft of the body with attention to: effective organization of support for a claim or claims; subject-verb and pronoun-antecedent agreement (See CCSS L.6.2e); formation of complete sentences (See CCSS L.6.1f); varying sentence patterns (See CCSS L.6.3a); pronouns written in the proper case (See CCSS L.6.1a); recognition of inappropriate shifts in pronoun number and person (See CCSS L.6.1c); frequently confused words (See CCSS L.6.1g); spelling correctly (See CCSS L.6.2b).

6.W1-d. Write arguments to support claims with clear reasons and relevant evidence – Establish and maintain a formal style.

6.W1-d.1. Identify those elements that distinguish formal from informal style.

6.W1-e. Write arguments to support claims with clear reasons and relevant evidence – Provide a concluding statement or section that follows from the argument presented.

6.W1-e.2. Apply the revision and editing stages of the writing process to the writing piece (See CCSS W.6.5) – Revise for: varying sentence patterns for meaning, reader/listener interest, and style (See CCSS L.6.3a), choosing words and phrases for effect and to convey ideas precisely (See CCSS L.4.3a); Edit for: correction of vague pronouns (See CCSS L.6.1d), punctuation of nonrestrictive/parenthetical elements (See CCSS L.6.2a), correction of inappropriate shifts in verb tense (See CCSS L.5.1d), frequently confused words (See CCSS L.4.1g), correction of spelling (CCSS L.6.2b).

W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

6.W2-a. Write informative/explanatory texts to examine a topic and covey ideas, concepts, and information through the selection, organization, and analysis of relevant content – Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

6.W2-a.1. Adapt planning and prewriting to address the demands of an informative text, including: refining the focus of a topic; gathering information on a specific topic (See MD SLM 6-8 2A1, as needed); examining information to determine the ideas and concepts; effectively organizing of information within an established structure (See CCSS W.6.5); including appropriate text features to aid understanding.

6.W2-b. Write informative/explanatory texts to examine a topic and covey ideas, concepts, and information through the selection, organization, and analysis of relevant content – Develop the topic with relevant facts, definition, concrete details, quotations, or other information and examples.

6.W2-b.2. Determine the most appropriate information gathered from a variety of reliable sources (See MD SLM.6-8.2A1).

6.W2-b.3. Compose a draft of the body with attention to: effective organization of information (See CCSS W.6.5); recognition of inappropriate shifts in pronoun number and person (See CCSS L.6.1c); subject-verb and pronoun antecedent agreement (See CCSS L.3.1f); formation of complete sentences (See CCSS L.4.1f); frequently confused words (See CCSS L.4.1g); recognition of variations from standard English and use of strategies to improve expression in conventional language (See CCSS L.6.1e).

6.W2-c. Write informative/explanatory texts to examine a topic and covey ideas, concepts, and information through the selection, organization, and analysis of relevant content – Use appropriate transitions to clarify the relationships among ideas and concepts.

6.W2-c.1. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. (CCSS L.6.5b)

6.W2-d. Write informative/explanatory texts to examine a topic and covey ideas, concepts, and information through the selection, organization, and analysis of relevant content – Use precise language and domain-specific vocabulary to inform about or explain the topic.

6.W2-d.1. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS L.6.6)

6.W2-e. Write informative/explanatory texts to examine a topic and covey ideas, concepts, and information through the selection, organization, and analysis of relevant content – Establish and maintain a formal style.

6.W2-e.1. Distinguish those elements that create formal from informal style.

6.W2-f. Write informative/explanatory texts to examine a topic and covey ideas, concepts, and information through the selection, organization, and analysis of relevant content – Provide a concluding statement or section that follows from the information or explanation presented.

6.W2-f.1. Compose a draft of a conclusion that integrates key components of the explanation of a topic (See CCSS W.6.4).

6.W2-f.2. Apply the revision and editing stages of the writing process to the writing piece focusing on the audience and purpose (See CCSS W.6.5) – Revise for: varied sentence patterns to maintain clarity and reader interest (See CCSS L.6.1e); Edit for: correction of vague pronouns (See CCSS L.6.1d), punctuation of nonrestrictive/parenthetical elements (See CCSS L.6.2a), formation of complete sentences (See CCSS L.4.1f), correct spelling (See CCSS L.6.2b).

W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

6.W3-a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences – Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

6.W3-a.1. Adapt the prewriting stage of the writing process to a narrative piece, e.g., focus on an experience or event; begin development of a character or characters and conflict; outline a plot (See CCSS W.6.5).

6.W3-a.2. Compose a draft of an introduction that: reveals the character or characters and the conflict; establishes the beginning of a plausible plot development (See CCSS W.6.4 & W.6.6).

6.W3-b. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences – Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.

6.W3-b.3. Compose with attention to: subject-verb and pronoun-antecedent agreement (See CCSS L.3.1f); choosing words and phrases for effect and to convey ideas precisely (See CCSS L.3.3a); formation of complete sentences (See CCSS L.4.1f); varying sentence patterns for meaning, reader/listener interest, and style (See CCSS L.6.3a); maintaining consistency in style and tone (See CCSS L.6.3b); recognition of inappropriate shifts in pronoun number and person (See CCSS L.6.1c); using intensive pronouns correctly (See CCSS L.6.1b).

6.W3-c. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences – Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

6.W3-c.1. Use transition words purposefully to promote comprehension.

6.W3-d. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences – Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

6.W3-d.1. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS L.6.6)

6.W3-e. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences – Provide a conclusion that follows from the narrated experience or events.

6.W3-e.1. Compose a draft of a conclusion that draws together and clarifies events in the narrative.

6.W3-e.2. Apply the revision and editing stages of the writing process to the narrative (See CCSS W.6.5) – Revise for: choosing words and phrases for effect and to convey ideas precisely (See CCSS L.4.3a), varying sentence patterns for meaning, reader/listener interest, and style (See CCSS L.6.3a); Edit for: frequently confused words (See CCSS L.4.1g), punctuation used for effect (See CCSS L.4.3b), punctuation to separate items in a series (See CCSS L.5.2a), correction of vague pronouns (See CCSS L.6.1d), punctuation of nonrestrictive/parenthetical elements (See CCSS L.6.2a).

Production and Distribution of Writing

W4.CCR. Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience.

6.W4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

6.W4.1. See W1, W2, W3, and W7 of CCSC Framework for specific application.

W6.CCR. Anchor Standard: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6.W6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

6.W6.2. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (CCSS SL.6.5)

6.W6.8. Use technology to locate, evaluate, and organize information (See MD TL 6 5A1, 5B1).

Research to Build and Present Knowledge

W7.CCR. Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

6.W7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6.W7.1. Follow an inquiry process (See MD SLM.6-8.1A1).

W8.CCR. Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

6.W8. Gather relevant information from multiple print and digital sources; access the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.W8.4. Evaluate and analyze the quality, accuracy, and sufficiency of notes (See MD SLM.6-8.4A1.a, 4A1.b, 4A1.c, 4A1.d, 4A1.e).

W9.CCR. Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

6.W9-b. Draw evidence from literary or informational texts to support analysis, reflection, and research – Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

6.W9-b.1. Write in response to grade-level print, nonprint, and digital literary or informational text(s).

Range of Writing

W10.CCR. Anchor Standard: 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 audiences.

6.W10. 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 discipline-specific tasks, purposes, and audiences.

6.W10.1. Adjust the writing process as necessary for different grade-appropriate writing tasks, purposes, and audiences.

MD.SL. Standards for Speaking and Listening (SL)

Comprehension and Collaboration

SL1.CCR. Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

6.SL1-a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

6.SL1-a.1. Demonstrate the behaviors of an effective student by completing and reflecting on assigned reading.

6.SL1-b. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly – Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

6.SL1-b.1. Apply self-monitoring strategies to establish and adjust appropriate tone, body language, and vocabulary.

6.SL1-c. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly – Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

6.SL1-c.4. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

6.SL1-d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly – Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

6.SL1-d.2. Periodically, connect the opinions or perspectives of others to their own opinions.

SL2.CCR. Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

6.SL2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

6.SL2.3. Summarize, compare, draw conclusions about, and synthesize significant ideas found in print and non-print texts, including digital media.

Presentation of Knowledge and Ideas

SL4.CCR. Anchor Standard: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

6.SL4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

6.SL4.1. Adopt the behaviors of effective speakers as appropriate to task, purpose, and audience.

6.SL4.4. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)

SL6.CCR. Anchor Standard: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6.SL6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)

6.SL6.1. Demonstrate control of spoken language by adjusting speech to varying contexts and tasks.

6.SL6.2. See CCSS L.6.1, L.6.2, and L.6.3 for specific grade-level expectations.

MD.L. Standards for Language (L)

Conventions of Standard English

L1.CCR. Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

6.L1-a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Ensure that pronouns are in the proper case (subjective, objective, possessive).

6.L1-a.4. Spell correctly. (CCSS L.6.2b)

6.L1-c. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Recognize and correct inappropriate shifts in pronoun number and person.

6.L1-c.4. Analyze the effect of pronouns and their antecedents on meaning in professional, peer, and their own writing.

6.L1-d. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

6.L1-d.4. Analyze the effect of precise v. ambiguous pronouns on meaning in professional, peer, and their own writing.

6.L1-e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

6.L1-e.1. Apply skills from L1.a-d to analyze the effect on meaning in professional writing, the writing of peers, and their own writing: Revise to develop and strengthen writing (See CCSS W.6.5); Edit for clarity to develop and strengthen writing (See CCSS W.6.5).

L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

6.L2-b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Spell correctly.

6.L2-b.1. Spell correctly grade-appropriate general academic and domain-specific words (See CCSS L.6.6).

6.L2-b.2. Use print, digital resources, and internalized knowledge to support correct spelling.

Knowledge of Language

L3.CCR. Anchor Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

6.L3-a. Use knowledge of language and its conventions when writing, speaking, reading, or listening – Vary sentence patterns for meaning, reader/listener interest, and style.

6.L3-a.1. Apply an understanding of audience and the purpose of speech or writing and their effect upon its meaning.

6.L3-a.3. Analyze professional, peer, and their own writing or speech to determine the effect various sentence patterns have upon meaning, interest, and style.

6.L3-b. Use knowledge of language and its conventions when writing, speaking, reading, or listening – Maintain consistency in style and tone.

6.L3-b.1. Apply an understanding of audience, purpose, and format to determine style and tone.

6.L3-b.3. Adapt speech to a variety of contexts and tasks (See CCSS S/L.6.6).

Vocabulary Acquisition and Use

L4.CCR. Anchor Standard: 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 materials, as appropriate.

6.L4-a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies – Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

6.L4-a.1. Apply an understanding of the various types of context clues to determine word or phrase meaning.

6.L4-a.2. Apply an understanding of inference and drawing conclusions to determine word or phrase meaning.

6.L4-b. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

6.L4-b.1. Apply an understanding of basic word parts as clues to word meaning.

6.L4-b.2. Apply an understanding of root word families to determine the meaning of a word.

6.L4-d. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies – Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

6.L4-d.1. Apply an understanding of the skills in L4 a-c to verify word meaning.

L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6.L5-a. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings – Interpret figures of speech (e.g., personification) in context.

6.L5-a.1. Apply knowledge of figurative language including personification to a critical reading of a text.

6.L5-a.3. Determine the meaning of words and phrases as they are used in a text including figurative language (See CCSS RL.6.4 and RI.6.4).

6.L5-a.4. Analyze professional, peer, and their own writing to determine how figurative language contributes to meaning.

6.L5-b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings – Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

6.L5-b.1. Apply an understanding of connections between words including cause/effect, part/whole, and item/category to a critical reading of a text.

6.L5-b.2. Analyze professional, peer, and their own writing to determine how word relationships contribute to meaning.

6.L5-c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings – Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

6.L5-c.1. Apply an understanding of connotation to judge word choice.

6.L5-c.2. Use precise words to convey experiences and events (See CCSS W.6.3d).

6.L5-c.3. Analyze professional, peer, and their own writing to determine how word choice contributes to meaning.

L6.CCR. Anchor Standard: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

6.L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; garner vocabulary knowledge when considering a word or phrase important to comprehension or expression.

6.L6.1. Apply skills identified in CCSS L.6.4a, L.6.4b, L.6.4c, L.6.4d and L.6.5a, L.6.5b, L.6.5c to increase vocabulary and differentiate between word choices to improve writing and speaking.