6th Grade ELA (South Dakota Content Standards)

Reading Literature (RL)

• 6.RL.1 Cite relevant evidence for what the text says directly and for logical inferences.
• 6.RL.2 Work out a theme or central ideas and analyze how they develop.
  • a. Analyze how the theme or central idea develops across the text.
  • b. Give an objective summary.
  • c. Identify key details that support the analysis.
• 6.RL.3 Explain how the plot moves forward and how characters respond or change toward the resolution.
• 6.RL.4 Interpret words and phrases as the author intended.
  • a. Work out meanings, including figurative and connotative language.
  • b. Analyze how a particular word choice affects meaning and tone.
• 6.RL.5 Analyze how a sentence, chapter, scene or stanza fits the overall structure and adds to theme, setting or plot.
• 6.RL.6 Explain how an author builds the viewpoint of the narrator, speaker or audience.
• 6.RL.7 Compare reading a story, drama or poem with listening to or watching an audio, video or live version.
• 6.RL.9 Compare texts in different forms or genres on similar themes and topics.
• 6.RL.10 Read and understand on one's own literary texts of varied genres, cultures and perspectives at grade 6 complexity.
  • a. Show proficiency with grade-level texts.
  • b. Choose texts for enjoyment, interest and schoolwork.
  • c. Read widely to understand different perspectives.

Reading Informational Text (RI)

• 6.RI.1 Cite relevant evidence for what the text says directly and by inference.
• 6.RI.2 Work out central ideas and analyze how they develop.
  • a. Analyze how the central idea develops across the text.
  • b. Identify key details that support the analysis.
  • c. Give an objective summary.
• 6.RI.3 Analyze how key people, events or ideas are introduced, illustrated and developed.
• 6.RI.4 Work out word and phrase meanings, including figurative, connotative and technical meanings.
• 6.RI.5 Compare and contrast the overall structure and how information is presented across two or more texts. (being checked)
• 6.RI.6 Work out an author's point of view or purpose and explain how it is conveyed.
• 6.RI.7 Combine information from different media and visual formats with words to build a coherent understanding.
• 6.RI.8 Trace an argument and specific claims, telling supported claims from unsupported ones.
• 6.RI.9 Compare and contrast how two authors present events on the same topic.
• 6.RI.10 Read and understand on one's own informational texts of varied genres, cultures and perspectives at grade 6 complexity.
  • a. Show proficiency with grade-level texts.
  • b. Choose texts for enjoyment, interest and schoolwork.
  • c. Read widely to understand different perspectives.

Language (L)

• 6.L.1 Show command of standard grammar and usage in writing and speaking, building on earlier skills.
  • a. Use pronouns in the right case (subjective, objective, possessive).
  • b. Use intensive pronouns such as myself and ourselves.
  • c. Spot and fix unsuitable shifts in pronoun number and person.
  • d. Spot and fix vague pronouns with unclear antecedents.
  • e. Recognize departures from standard English and use strategies to improve expression.
• 6.L.2 Show command of standard capitalization, punctuation and spelling.
  • a. Use commas, parentheses and dashes to set off nonrestrictive or parenthetical parts.
  • b. Spell correctly, knowing accepted spelling variants and checking references as needed.
• 6.L.3 Use knowledge of language and its conventions.
  • a. Keep style and tone consistent while varying sentence patterns.
  • b. Recognize departures from formal English and adjust for purpose and audience.
• 6.L.4 Work out or clarify unknown and multiple-meaning words using a range of strategies.
  • a. Use context to work out meaning.
  • b. Use common Greek and Latin affixes and roots to work out meaning.
  • c. Use references for pronunciation, exact meaning or part of speech.
  • d. Check first guesses at word meanings.
• 6.L.5 Show understanding of figurative language, word relationships and shades of meaning.
  • a. Interpret figures of speech such as personification in context.
  • b. Use relationships such as cause/effect and part/whole to understand each word.
  • c. Tell apart the connotations of words with similar dictionary meanings.
• 6.L.6 Use grade-level general academic and subject-specific words and phrases.
  • a. Gather knowledge of words important for understanding or expression.
  • b. Apply word knowledge in reading, writing, speaking and listening.

Writing (W)

• 6.W.1 Write arguments backing claims with clear reasons and fitting evidence.
  • a. Introduce claims and organize reasons and evidence clearly.
  • b. Back claims with clear reasons and fitting evidence from trustworthy sources.
  • c. Use varied syntax and transitions to make links among claims and reasons clear.
  • d. Set up and keep a formal style.
  • e. End with a concluding statement that follows from the argument.
• 6.W.2 Write informative or explanatory pieces that share ideas and information clearly.
  • a. Introduce the topic, organize ideas, e.g. by definition or comparison, and use headings, graphics and multimedia.
  • b. Develop the topic with relevant facts, definitions, details, quotations and examples.
  • c. Use suitable transitions to make links among ideas clear.
  • d. Use precise language and subject-specific words.
  • e. Set up and keep a formal style.
  • f. Finish with a closing statement or section that grows out of the explanation.
• 6.W.3 Write narratives and other creative texts with effective technique, details and a well-built order of events.
  • a. Set the context, introduce a narrator or characters and order events naturally and logically.
  • b. Use dialogue, pacing, rhythm, description and poetic devices.
  • c. Use transitions to show sequence and signal shifts in time or setting.
  • d. Use precise words, details and figurative and sensory language.
  • e. End with a conclusion that follows from the events, when suitable.
• 6.W.4 Write clearly and coherently with development, organization, style, tone and voice suited to task, purpose and audience.
• 6.W.5 Develop and strengthen writing as needed.
  • a. Use the writing process: plan, draft, revise, edit, rewrite or try a fresh approach.
  • b. Get help from classmates, adults and digital tools.
• 6.W.6 Use technology, including digital tools, to produce and publish writing.
  • a. Link to sources and cite them in a set format like MLA or APA.
  • b. Interact and work with others.
  • c. Type two to three pages in a single sitting.
• 6.W.7 Carry out short research projects to answer a question, using several sources and refocusing when suitable.
• 6.W.8 Gather relevant information from several print and digital sources.
  • a. Judge how credible each source is.
  • b. Quote or paraphrase others' data and conclusions without plagiarizing and give basic source details.
• 6.W.9 Draw on fitting evidence from literature or informational texts for analysis, reflection and research.
• 6.W.10 Write regularly over longer and shorter time frames and choose topics and formats independently.

Speaking and Listening (SL)

• 6.SL.1 Take part well in group discussions on grade 6 topics, texts and issues.
  • a. Come prepared and refer to evidence to respond to, probe and reflect on ideas.
  • b. Follow agreed rules, set goals and deadlines and define roles.
  • c. Ask and answer questions with elaboration and detail.
  • d. Review key ideas and show understanding of several perspectives.
  • e. Cooperate, mediate and solve problems to make decisions.
• 6.SL.2 Interpret information in different media and formats and explain how it adds to a topic.
• 6.SL.3 Set out a speaker's argument and claims, telling supported claims from unsupported ones.
• 6.SL.4 Present claims and findings suited to purpose and audience.
  • a. Use relevant descriptions, facts and details to stress main ideas.
  • b. Use suitable vocabulary, eye contact, volume and clear pronunciation.
• 6.SL.5 Include relevant multimedia and visual displays to make information clearer.
• 6.SL.6 Adapt speech to context, audience and task, using feedback and formal English when suitable.