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

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Prepositions, Conjunctions, and Interjections Eighth Grade English Language Arts
Parts of Speech Fifth Grade English Language Arts
Nouns Seventh Grade English Language Arts
Analogies Sixth Grade English Language Arts
Adjectives/Adverbs/Vivid Language Third Grade English Language Arts
Plot Features Fifth Grade English Language Arts

Rhode Island Standards for Sixth Grade English Language Arts

RI.OC-6-2. NECAP (Writing) - Grade Level Expectation: Oral Communicates Strategies: Make Oral Presentations: In oral communication, students make oral presentations by:

OC-6-2.2. Using verbal and nonverbal choices to convey consistent focus (Local)

OC-6-2.5. Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, inflection, intonation, rhythm, and gesture) to communicate ideas effectively (Local)

RI.R-6-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/ decoding strategies by:

R-6-1.1. Identifying multi-syllabic words by using knowledge of sounds, syllable division, and word patterns (Local)

RI.R-6-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-6-11.1. Accuracy: reading material appropriate for grade 6 with 90-94% accuracy (Local)

R-6-11.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands and purpose for reading (Local)

R-6-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)

RI.R-6-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: Demonstrates ability to monitor comprehension for different types of texts and purposes by:

R-6-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting and confirming, rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, skimming, scanning, using syntax/language structure, semantics/meaning, or other context cues) (Local)

RI.R-6-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or to make a decision, or to formulate a judgment by:

R-6-15.2. Evaluating information presented, in terms of relevance (Local)

R-6-15.3. Gathering, organizing, and interpreting the information (Local)

R-6-15.4. Using evidence to support conclusions (Local)

RI.R-6-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generates a Personal Response: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Generates a personal response to what is read through a variety of means by:

R-6-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)

R-6-16.2. Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

RI.R-6-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-6-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge) (State)

RI.R-6-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breath of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:

R-6-3.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning (State)

R-6-3.2. Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

RI.R-6-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and High school GSEs. Demonstrate initial understanding of elements of literary texts by:

R-6-4.1. Identifying or describing character(s), setting, problem/solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time (State)

R-6-4.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)

R-6-4.4. Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends) (Local)

R-6-4.5. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, simple metaphors, flashback, onomatopoeia, repetition, or idioms (Local)

RI.R-6-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-6-5.1. Explaining or supporting logical predictions (e.g., providing evidence from text to explain why something is likely to happen next) (State)

R-6-5.2. Describing characters' traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters' traits, motivations, or their changes over time (State)

R-6-5.3. Making inferences about cause/effect, external conflicts (e.g., person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., how the historical era influences the characters' actions or thinking) (State)

R-6-5.5. Identifying author's message or theme (State)

RI.R-6-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret author's craft, citing evidence where appropriate by:

R-6-6.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, or suspense) to analyze literary work (State)

R-6-6.2. Demonstrating knowledge of use of literary elements and devices (e.g., rhyme, alliteration, dialogue, flashback, onomatopoeia, repetition, or idioms) to analyze literary works (Local)

RI.R-6-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-6-7.1a. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State)

R-6-7.1b. Obtaining information from text features (e.g., maps, diagrams, tables, captions, timelines, citations, or transitional devices) (Local)

R-6-7.2. Using information from the text to answer questions related to main/central ideas or key details (State)

R-6-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (State)

R-6-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, thesauruses, encyclopedias, reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles; and practical/functional: procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets) (Local)

RI.R-6-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in NECAP GLEs and GSEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-6-8.1. Connecting information within a text or across texts (State)

R-6-8.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State)

R-6-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant (State)

R-6-8.4. Distinguishing fact from opinion, and identifying possible bias/propaganda (State)

R-6-8.5. Making inferences about causes or effects (State)

RI.W-6-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-6-1.2. Using the paragraph form: indenting, main idea, supporting details (Local)

W-6-1.3. Recognizing organizational structures within paragraphs (Local)

RI.W-6-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-6-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)

RI.W-6-2. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Showing Understanding of Ideas in Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W-6-2.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas (Local)

RI.W-6-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-6-3.2. Making inferences about content, events, characters, setting, or common themes and the relationship(s) among them (Local)

W-6-3.3. Using specific details and references to text or relevant citations to support focus or judgment (Local)

W-6-3.4. Organizing ideas, using transition words/phrases and writing a conclusion that provides closure (Local)

RI.W-6-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives - Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-6-4.3. Using transition words/phrases to establish clear chronology and to enhance meaning (Local)

RI.W-6-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives - Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-6-5.1. Using relevant and descriptive details and sensory language to advance the plot/story line (Local)

W-6-5.3. Developing characters through description, dialogue, and actions (Local)

W-6-5.6. Selecting and elaborating important ideas; and excluding extraneous details (Local)

RI.W-6-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing - Organizing Information: In informational writing, students organize ideas/concepts by:

W-6-6.3. Using transition words or phrases appropriate to organizational text structure (Local)

W-6-6.4. Writing a conclusion that provides closure (Local)

W-6-6.5. Listing sources (Local)

RI.W-6-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing - Using Elaboration Strategies: In informational writing, students demonstrate use of a range of elaboration strategies by:

W-6-8.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)

W-6-8.3. Addressing readers' concerns (including counterarguments - in persuasive writing; addressing potential problems - in procedures; providing context - in reports) (Local)

RI.W-6-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-6-9.1. Applying rules of standard English usage to correct grammatical errors (Local)

W-6-9.2. Applying basic capitalization rules (Local)

W-6-9.4. Using punctuation to clarify meaning (Local)

W-6-9.5. Correctly spelling grade-appropriate, high-frequency words, including homonyms and homophones and applying syllables and affix spelling patterns/rules (Local)

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