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IL ELA Standards (Grade 6)

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📌 Language Standards (L): Conventions of Standard English 9 standards
L.6.1 Demonstrate command of grammar and usage 5 sub-parts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1a
Ensure pronouns are in the proper case
Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1b
Use intensive pronouns
Use intensive pronouns (e.g., myself, ourselves).
L.6.1c
Recognize and correct shifts in pronoun number and person
Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1d
Recognize and correct vague pronouns
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1e
Recognize variations from standard English
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of capitalization, punctuation, spelling 2 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.2a
Use punctuation to set off nonrestrictive elements
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2b
Spell correctly
Spell correctly.
📌 Language Standards (L): Knowledge of Language 3 standards
L.6.3 Use knowledge of language and its conventions 2 sub-parts
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3a
Vary sentence patterns for interest and style
Vary sentence patterns for meaning, reader/listener interest, and style.*
L.6.3b
Maintain consistency in style and tone
Maintain consistency in style and tone.*
📌 Language Standards (L): Vocabulary Acquisition and Use 10 standards
L.6.4 Determine meaning of unknown and multiple-meaning words 4 sub-parts
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.
L.6.4a
Use context as a clue to meaning
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.
L.6.4b
Use Greek or Latin affixes and roots as clues
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4c
Consult reference materials for pronunciation and meaning
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.
L.6.4d
Verify preliminary determination of meaning
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).
L.6.5 Demonstrate understanding of figurative language 3 sub-parts
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5a
Interpret figures of speech in context
Interpret figures of speech (e.g., personification) in context.
L.6.5b
Use word relationships to better understand words
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5c
Distinguish connotations of words with similar denotations
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6
Acquire and use grade-appropriate domain-specific words
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.
📌 Reading Standards for Informational Text (RI): Craft and Structure 3 standards
RI.6.4
Determine meaning of figurative, connotative, technical words
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5
Analyze how a sentence/paragraph fits into overall structure
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.
RI.6.6
Determine author's point of view or purpose
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
📌 Reading Standards for Informational Text (RI): Integration of Knowledge and Ideas 3 standards
RI.6.7
Integrate information from different media/formats
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.
RI.6.8
Trace and evaluate argument and specific claims
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.
RI.6.9
Compare one author's presentation with another's
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).
📌 Reading Standards for Informational Text (RI): Key Ideas and Details 3 standards
RI.6.1
Cite textual evidence for explicit and inferred meaning
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2
Determine central idea and summarize distinct from opinions
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.
RI.6.3
Analyze how a key individual/event/idea is elaborated
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
📌 Reading Standards for Informational Text (RI): Range of Reading and Level of Text Complexity 1 standard
RI.6.10
Read and comprehend literary nonfiction in grades 6-8 band
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
📌 Reading Standards for Literature (RL): Craft and Structure 3 standards
RL.6.4
Analyze impact of word choice on meaning and tone
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.
RL.6.5
Analyze how a sentence/chapter/stanza fits into structure
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.
RL.6.6
Explain how author develops narrator's point of view
Explain how an author develops the point of view of the narrator or speaker in a text.
📌 Reading Standards for Literature (RL): Integration of Knowledge and Ideas 3 standards
RL.6.7
Compare reading a text to listening to or viewing it
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 to what they perceive when they listen or watch.
RL.6.8
Not applicable to literature
(Not applicable to literature)
RL.6.9
Compare and contrast texts in different forms/genres
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.
📌 Reading Standards for Literature (RL): Key Ideas and Details 3 standards
RL.6.1
Cite textual evidence for explicit and inferred meaning
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2
Determine theme and summarize distinct from opinions
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.
RL.6.3
Describe how plot unfolds and characters change
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.
📌 Reading Standards for Literature (RL): Range of Reading and Level of Text Complexity 1 standard
RL.6.10
Read and comprehend literature in grades 6-8 band
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.
📌 Speaking and Listening Standards (SL): Comprehension and Collaboration 7 standards
SL.6.1 Engage effectively in collaborative discussions 4 sub-parts
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.
SL.6.1a
Come to discussions prepared, drawing on evidence
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.
SL.6.1b
Follow rules, set goals and deadlines, define roles
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.1c
Pose and respond to questions with elaboration
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
SL.6.1d
Review key ideas and demonstrate multiple perspectives
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.6.2
Interpret information from diverse media and formats
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.
SL.6.3
Delineate a speaker's argument and specific claims
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
📌 Speaking and Listening Standards (SL): Presentation of Knowledge and Ideas 3 standards
SL.6.4
Present claims and findings, sequencing ideas logically
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.
SL.6.5
Include multimedia components and visual displays
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6
Adapt speech using formal English when appropriate
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.)
📌 Writing Standards (W): Production and Distribution of Writing 3 standards
W.6.4
Produce clear and coherent writing appropriate to task
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.6.5
Strengthen writing through planning, revising, editing
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)
W.6.6
Use technology and keyboarding to produce writing
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.
📌 Writing Standards (W): Range of Writing 1 standard
W.6.10
Write routinely over varied time frames
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.
📌 Writing Standards (W): Research to Build and Present Knowledge 5 standards
W.6.7
Conduct short research projects, refocusing when needed
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8
Gather information and cite sources while avoiding plagiarism
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.
W.6.9 Draw evidence from texts to support analysis 2 sub-parts
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9a
Apply grade 6 Reading standards to literature
Apply grade 6 Reading standards to literature (e.g., "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").
W.6.9b
Apply grade 6 Reading standards to literary nonfiction
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").
📌 Writing Standards (W): Text Types and Purposes 19 standards
W.6.1 Write arguments with clear reasons and relevant evidence 5 sub-parts
Write arguments to support claims with clear reasons and relevant evidence.
W.6.1a
Introduce claims and organize reasons and evidence clearly
Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1b
Support claims with credible reasons and evidence
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1c
Use words/phrases/clauses to clarify claim-reason relationships
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1d
Establish and maintain a formal style
Establish and maintain a formal style.
W.6.1e
Provide concluding statement that follows from argument
Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts 6 sub-parts
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.2a
Introduce a topic and organize ideas with strategies
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.
W.6.2b
Develop the topic with relevant facts and quotations
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2c
Use appropriate transitions to clarify relationships
Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2d
Use precise language and domain-specific vocabulary
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2e
Establish and maintain a formal style
Establish and maintain a formal style.
W.6.2f
Provide concluding statement following from information
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives with well-structured event sequences 5 sub-parts
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.3a
Engage and orient reader, introduce narrator/characters
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.
W.6.3b
Use narrative techniques to develop experiences and events
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.6.3c
Use transition words/phrases/clauses to convey sequence
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.6.3d
Use precise words and sensory language
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3e
Provide a conclusion that follows from the narrative
Provide a conclusion that follows from the narrated experiences or events.