What's New: English Language Arts Worksheets and Study Guides

American Symbols & HolidaysIndependence Day
Alphabetizing First Grade English Language Arts
Word Study Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Word Parts Kindergarten English Language Arts
Word Families Kindergarten English Language Arts

Oklahoma Standards for Sixth Grade English Language Arts

OK.6.OL. Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking. Deliver focused, coherent presentations that convey ideas and relate to the background and interests of the audience. Evaluate the content of oral communication. Deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Use the same Standard English conventions for oral speech that are used in writing. Participate independently and in groups to create oral presentations.

6.OL.2: Speaking - The student will express ideas and opinions in group or individual situations.

6.OL.2:2. Compose a presentation with a well-organized introduction, body, and conclusion that is appropriate for different purposes, audiences, and occasions.
6.OL.2:3. Communicate using appropriate delivery (volume, rate, enunciation, and movement).

OK.6.R. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

6.R.1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

6.R.1:1. Words in Context
6.R.1:1.a. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of technical and specialized vocabulary and to understand the precise meaning of grade-level-appropriate words in fiction and nonfiction texts.
6.R.1:1.b. Use prior experience and context to analyze and explain the figurative use of words, similes (comparisons that use like or as: The Snowplow Reared Up Like a Stallion), metaphors (implied comparisons: Peace is a Sunrise), and multiple meaning words.
6.R.1:2. Word Origins
6.R.1:2.a. Recognize the origins and meanings of foreign words frequently used in English.
6.R.1:2.b. Apply knowledge of root words to determine the meaning of unknown words within a passage.
6.R.1:2.c. Use word origins, including knowledge of less common roots (graph = writing, logos = the study of) and word parts (auto = self, bio = life) from Greek and Latin to analyze the meaning of complex words (autograph, autobiography, biology).
6.R.1:3. Using Resource Materials and Aids
6.R.1:3.a. Determine the meanings, pronunciation, and derivations of unknown words by using a glossary, dictionary, and/or thesaurus.
6.R.1:3.b. Relate dictionary definitions to context of the reading in order to aid understanding.

6.R.3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. Read and understand grade-level-appropriate material. Describe and connect the essential ideas, arguments, and perspectives of the text by using the knowledge of text structure, organization, and purpose. At Grade 6, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information as well as expository (informational and technical) text.

6.R.3:1. Literal Understanding
6.R.3:1.a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, establish purpose for reading).
6.R.3:1.b. Read and comprehend both fiction and nonfiction that is appropriately designed for sixth grade.
6.R.3:1.c. Recognize main ideas presented in a particular segment of text; identify and assess evidence that supports those ideas.
6.R.3:1.d. Use the text's structure or progression of ideas, such as cause and effect or chronology to locate or recall information.
6.R.3:2. Inferences and Interpretation
6.R.3:2.a. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge.
6.R.3:2.b. Make inferences or draw conclusions about characters' qualities and actions (i.e., based on knowledge of plot, setting, characters' motives, characters' appearances, other characters' responses to a character).
6.R.3:3. Summary and Generalization
6.R.3:3.a. Summarize and paraphrase information including the main idea and significant supporting details of a reading selection.
6.R.3:3.b. Make generalizations based on information gleaned from text.
6.R.3:3.c. Support reasonable statements and conclusions by reference to relevant aspects of text and examples.
6.R.3:4. Analysis and Evaluation
6.R.3:4.a. Evaluate the believability of a character and the impact they have on the plot.
6.R.3:4.b. Analyze the main problem or conflict of the plot; the effect of the qualities of the characters and explain how the conflict is resolved.
6.R.3:4.c. Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.
6.R.3:4.d. Make observations, connections, and react, speculate, interpret, and raise questions in analysis of texts.
6.R.3:4.e. Recognize and evaluate structural patterns found in a literary work (e.g., cause/effect, problem/solution, sequential order).
6.R.3:4.f. Distinguish among stated facts, inferences supported by evidence, and opinions in text.
6.R.3:5. Monitoring and Correction Strategies
6.R.3:5.a. Monitor own reading and modify strategies as needed when understanding breaks down (e.g., rereading a portion aloud, using reference aids, trying an alternate pronunciation, searching for clues, and asking questions).
6.R.3:5.b. Clarify meaning by questioning and rereading; confirm and revise predictions as needed when reading.
6.R.3:5.c. Adjust reading rate and determine appropriate strategies according to the purpose for reading, the difficulty of the text, and characteristics of the text.

6.R.4: Literature - The student will read, construct meaning, and respond to a wide variety of literary forms. Read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance a study of history and social science. Clarify ideas and connect them to other literary works. Participate productively in self-directed work teams to create observable products.

6.R.4:1. Literary Genres - The student will demonstrate a knowledge of and an appreciation for various forms of literature.
6.R.4:1.a. Analyze the characteristics of genres, including short story, novel, drama, poetry, and nonfiction.
6.R.4:1.b. Analyze characteristics of subgenres, including autobiography, biography, fable, folk tale, mystery, and myth.
6.R.4:2. Literary Elements - The student will demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
6.R.4:2.a. Identify and explain elements of fiction, including plot, conflict, character, setting, and theme.
6.R.4:2.b. Identify and explain internal and external conflict in the development of a story.
6.R.4:2.c. Determine the author's purpose (persuade, inform, entertain) and point of view, whether explicitly or implicitly stated and how it affects the text.
6.R.4:3. Figurative Language and Sound Devices - The student will identify figurative language and sound devices and will analyze how they affect the development of a literary work.
6.R.4:3.a. Identify and explain figurative language, including symbolism, imagery, metaphor, personification, simile, and idioms.
6.R.4:3.b. Identify and explain sound devices, including alliteration, onomatopoeia, and rhyme.
6.R.4:3.c. Interpret poetry and recognize poetic styles (e.g., rhymed, free verse, and patterned ).
6.R.4:3.d. Identify and describe the function and effect of common literary devices, such as imagery and symbolism.
6.R.4:4. Literary Works - The student will read and respond to historically and culturally significant works of literature.
6.R.4:4.a. Analyze and evaluate works of literature and the historical context in which they were written.
6.R.4:4.b. Analyze and evaluate literature from various cultures to broaden cultural awareness.

6.R.5: Research and Information - The student will conduct research and organize information.

6.R.5:1. Accessing Information - The student will select the best source for a given purpose.
6.R.5:1.c. Use organizational strategies as an aid to comprehend increasingly difficult content material.
6.R.5:2. Interpreting Information - The student will analyze and evaluate information from a variety of sources.
6.R.5:2.b. Identify and credit the reference sources used to gain information.

OK.6.V. Visual Literacy: The student will interpret, evaluate, and compose visual messages.

6.V.1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

6.V.1:1. Interpret a variety of messages conveyed by visual images (e.g., main concept, details, themes, lessons, or viewpoints).

6.V.2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.

6.V.2:3. Evaluate how different media forms influence and inform viewers.
6.V.2:4. Assess how language, medium, and presentation contribute to the message.

OK.6.W. Writing/Grammar/Usage and Mechanics - The student will express ideas effectively in written modes for a variety of purposes and audiences, discuss and keep a list of writing ideas, and use graphic organizers to plan writing - The student will write clear, coherent, and focused papers, and progress through the stages of the writing process - The student will work independently and in self-directed writing teams to edit and revise.

6.W.1: Writing Process - The student will use the writing process to write coherently.

6.W.1:4. Use effective transitions for effective blending of sentences and paragraphs.
6.W.1:7. Using standard editing marks, edit for errors in Standard English usage, sentence structure, mechanics, and spelling.

6.W.2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes. At Grade 6, write narrative, expository, persuasive, argumentative, reflective, and descriptive modes of at least 500 to 700 words, demonstrating a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

6.W.2:1. Compose fictional, biographical, and autobiographical narratives that:
6.W.2:1.a. Establish and develop a plot and setting with a distinct beginning, middle, and ending.
6.W.2:1.b. Establish and develop a setting, characters, and point of view appropriate for the narrative.
6.W.2:1.c. Use a range of narrative devices, such as dialogue or suspense.
6.W.2:1.d. Adjust tone and style as necessary to make writing interesting and engaging to the audience.
6.W.2:2. Compose expository test including descriptions, explanations, comparison and contrast, and problem and solution compositions that:
6.W.2:2.a. State the thesis (position on the topic), main idea, or purpose.
6.W.2:2.b. Explain the situation including supporting paragraphs with facts, details, and explanations.
6.W.2:2.c. Organize the composition clearly and appropriately for the purpose of the writing.
6.W.2:2.d. Include evidence and supporting details by paraphrasing from speakers, newspapers, magazines, media sources, or reference books to support arguments and conclusions.
6.W.2:3. Compose persuasive/argumentative compositions that:
6.W.2:3.a. State a clear position on a proposition or proposal.
6.W.2:3.b. Support the position with organized and relevant evidence and effective emotional appeals.
6.W.2:3.c. Predict, identify, and address reader concerns and counterarguments.
6.W.2:3.d. Create an advertisement for a product to try to convince readers to buy the product.
6.W.2:5. Write responses to literature, including poetry, that:
6.W.2:5.a. Include an interpretation that shows careful reading, understanding, and insight.
6.W.2:5.b. Organize the interpretation around several clear ideas.
6.W.2:5.c. Develop and justify the interpretation through the use of examples and evidence from the text.
6.W.2:7. Compose summaries of reading material that:
6.W.2:7.a. Include the main idea and most significant details.
6.W.2:8. Compose friendly and formal letters, and emails; continue to produce other writing forms introduced in earlier grades.

6.W.3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

6.W.3:1. Standard English Usage - Demonstrate correct use of Standard English in speaking and writing as appropriate to sixth grade.
6.W.3:1.b. Identify the principal parts of verbs to form verb tenses.
6.W.3:1.c. Identify linking, transitive, and intransitive verbs.
6.W.3:1.e. Correctly use pronoun reference, and make pronouns agree with their antecedents.
6.W.3:1.f. Correctly form and use the positive, comparative, and superlative forms of adjectives.
6.W.3:1.i. Identify direct objects, indirect objects, objects of prepositions, predicate nominatives and predicate adjectives.
6.W.3:1.j. Use prepositional phrases to elaborate written ideas.
6.W.3:1.k. Correctly use all conjunctions.
6.W.3:1.l. Correctly identify and use interjections
6.W.3:1.m. Distinguish commonly confused words (e.g., there, their, they're; two, to, too; accept, except; affect, effect).
6.W.3:1.n. Form regular and irregular plurals correctly.
6.W.3:1.o. Make subjects and verbs agree.
6.W.3:2. Sentence Structure - Demonstrate appropriate sentence structure in writing all forms of sentences (declarative, imperative, exclamatory and interrogative).
6.W.3:2.a. Correct sentence run-ons and fragments.
6.W.3:2.b. Correct dangling and misplaced modifiers.
6.W.3:2.f. Indent paragraphs as needed for specified format.
6.W.3:3. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.
6.W.3:3.a. Apply the capitalization rules appropriately in writing.
6.W.3:3.b. Punctuate correctly in writing, including:
6.W.3:3.b.ii. Commas to separate words in a series, city and state, quotation, and sentence and to set off nonrestrictive phrases6.W.3:3.b.iv. Apostrophes in contractions, possessives, indefinite pronouns, and quotations inside a quotation6.W.3:3.b.v. Conventions of letter writing
6.W.3:3.c. Distinguish correct spelling of commonly misspelled words and homonyms.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado Common Core StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas Assessments Standards (STAAR)Texas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards