New York Standards 6th Grade ELA Activities
Printable Sixth Grade English Language Arts Worksheets and Study Guides.
U.S. PresidentsU.S. Presidents Kinds of Sentences Seventh Grade English Language Arts Compound and Complex Sentences Eighth Grade English Language Arts Author's Purpose Seventh Grade English Language Arts Sentences Eighth Grade English Language Arts Syllables/Spelling Patterns Sixth Grade English Language Arts Regular and Irregular Verbs Eighth Grade English Language Arts AnalogiesWorksheets :4Study Guides :1Cause and EffectFreeWorksheets :3Cause/Effect, Fact/OpinionWorksheets :3Study Guides :1Decoding StrategiesWorksheets :3Different GenresWorksheets :3Extraneous DetailWorksheets :3Study Guides :1Fact/Opinion/ExaggerationWorksheets :3Grammar/SpellingWorksheets :7Study Guides :1High Frequency Words IWorksheets :3Study Guides :1High Frequency Words IIWorksheets :3Study Guides :1Informal LanguageWorksheets :3Interpret TextWorksheets :3Literary TechniquesWorksheets :3Making PredictionsWorksheets :4Study Guides :1Personal ExperienceWorksheets :3Prefix/SuffixWorksheets :4Study Guides :1PunctuationWorksheets :4Study Guides :1Punctuation for ComprehensionWorksheets :3Simple/Compound/Complex SentencesWorksheets :3Syllables/Spelling PatternsWorksheets :4Study Guides :1Text FeaturesWorksheets :3Study Guides :1Title/Author of Well Known LiteratureWorksheets :3
NY.CC.6.L. Language Standards
Conventions of Standard English
6.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
6.L.1.e. 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.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
6.L.2.b. Spell correctly.
Vocabulary Acquisition and Use
6.L.4. 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.
6.L.4.a. 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.L.4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
6.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
6.L.4.d. 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.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6.L.5.a. Interpret figures of speech (e.g., personification) in context.
6.L.5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
6.L.6. 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.
NY.CC.6.RI. Reading Standards for Informational Text
Craft and Structure
6.RI.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings
6.RI.5. 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.RI.6. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
6.RI.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.RI.8. 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.RI.9. 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.RI.9.a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
Key Ideas and Details
6.RI.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI.2. 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.RI.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
NY.CC.6.RL. Reading Standards for Literature
Craft and Structure
6.RL.4. 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.RL.5. 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.
Key Ideas and Details
6.RL.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RL.2. 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.RL.3. 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.
Range of Reading and Level of Text Complexity
6.RL.10. 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.
NY.CC.6.SL. Speaking and Listening Standards
Presentation of Knowledge and Ideas
6.SL.4. 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.SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
NY.CC.6.W. Writing Standards
Range of Writing
6.W.10. 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.
Research to Build and Present Knowledge
6.W.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
6.W.8. Gather relevant information from multiple print and digital sources; assess 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.
Responding to Literature
6.W.11. Create and present a text or art work in response to literary work.
6.W.11.b. Recognize and illustrate social, historical, and cultural features in the presentation of literary texts.
6.W.11.c. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
Text Types and Purposes
6.W.1. Write arguments to support claims with clear reasons and relevant evidence.
6.W.1.a. Introduce claim(s) and organize the reasons and evidence clearly.
6.W.1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
6.W.1.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
6.W.1.d. Establish and maintain a formal style.
6.W.1.e. Provide a concluding statement or section that follows from the argument presented.
6.W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
6.W.2.a. 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.W.2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
6.W.2.c. Use appropriate transitions to clarify the relationships among ideas and concepts.
6.W.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
6.W.2.e. Establish and maintain a formal style.
6.W.2.f. Provide a concluding statement or section that follows from the information or explanation presented.
6.W.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
6.W.3.a. 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.W.3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
6.W.3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
6.W.3.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
6.W.3.e. Provide a conclusion that follows from the narrated experiences or events.
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