NY Next Generation ELA Learning Standards (Grade 6) | Free Standards Reference

📌 Language Standards — Knowledge of Language 3 standards

6L3 Use knowledge of language conventions 2 sub-parts

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

6L3a

Vary sentence patterns for meaning/style

Vary sentence patterns for meaning, reader/listener interest, and style.

6L3b

Maintain consistency in style and tone

Maintain consistency in style and tone.

📌 Language Standards — Vocabulary Acquisition and Use 10 standards

6L4 Determine meaning choosing flexibly from strategies 4 sub-parts

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

6L4a

Use context as 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.

6L4b

Use Greek/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).

6L4c

Consult reference materials for pronunciation/meaning

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

6L4d

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).

6L5 Demonstrate understanding of figurative language 3 sub-parts

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6L5a

Interpret figurative language including personification

Interpret figurative language, including personification, in context.

6L5b

Use word relationships to understand words

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

6L5c

Distinguish connotations of similar-denotation words

Distinguish among the connotations of words with similar denotations (e.g., stingy, scrimping, economical, unwasteful, thrifty).

6L6

Acquire/use academic and content-specific words

Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

📌 Reading Standards (Literary and Informational Text) — Craft and Structure 3 standards

6R4

Determine meaning, analyze impact of word choices

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. (RI&RL)

6R5

Analyze how sections fit into overall structure

In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme, central idea, setting, or plot. (RL) In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme or central ideas. (RI)

6R6

Identify point of view / explain author's perspective

In literary texts, identify the point of view and explain how it is developed and conveys meaning. (RL) In informational texts, explain how an author's geographic location or culture affects his or her perspective. (RI)

📌 Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas 3 standards

6R7

Compare formats' contribution to understanding subject

Compare and contrast how different formats, including print and digital media, contribute to the understanding of a subject. (RI&RL)

6R8

Trace/evaluate argument, distinguish supported claims

Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not. (RI&RL)

6R9

Use criteria to evaluate quality, connect to other texts

Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Key Ideas and Details 3 standards

6R1

Cite evidence to support analysis, make inferences

Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)

6R2

Determine theme/central idea, summarize

Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text (RI&RL)

6R3

Describe how events unfold / analyze introduction of ideas

In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)

📌 Speaking and Listening Standards — Comprehension and Collaboration 7 standards

6SL1 Engage effectively in collaborative discussions 4 sub-parts

Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of other.

6SL1a

Come prepared, refer to evidence to probe ideas

Come to discussions prepared, having read or studied required material; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

6SL1b

Follow norms, set goals, define roles

Follow norms for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

6SL1c

Pose/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.

6SL1d

Demonstrate understanding through reflection/paraphrasing

Consider the ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

6SL2

Interpret info presented in diverse formats

Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.

6SL3

Delineate speaker's argument, distinguish supported 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 — Presentation of Knowledge and Ideas 3 standards

6SL4

Present claims/findings sequencing ideas logically

Present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and details to accentuate central ideas or themes; use appropriate eye contact, adequate volume, and clear enunciation.

6SL5

Include digital media to clarify/emphasize ideas

Include digital media and/or visual displays in presentations to clarify information and emphasize and enhance central ideas or themes.

6SL6

Adapt speech demonstrating command of formal English

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

📌 Writing Standards — Research to Build and Present Knowledge 2 standards

6W6

Conduct research, refocusing inquiry as needed

Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.

6W7

Gather info, assess credibility, avoid plagiarism

Gather relevant information from multiple sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and provide basic bibliographic information for sources.

📌 Writing Standards — Text Types and Purposes 22 standards

6W1 Write arguments with clear reasons/evidence 6 sub-parts

Write arguments to support claims with clear reasons and relevant evidence.

6W1a

Introduce claim, distinguish from counterclaim

Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim, and organize the reasons and evidence logically.

6W1b

Support claims with credible sources

Support claim(s) with clear reasons and relevant evidence, using credible sources while demonstrating an understanding of the topic or text.

6W1c

Use precise language/content-specific vocab to argue

Use precise language and content-specific vocabulary to argue a claim.

6W1d

Use transitions to create cohesion

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

6W1e

Provide concluding statement explaining significance

Provide a concluding statement or section that explains the significance of the argument presented.

6W1f

Maintain appropriate style and tone

Maintain a style and tone appropriate to the writing task.

6W2 Write informative text conveying ideas/concepts 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.

6W2a

Introduce topic, organize using strategies

Introduce a topic clearly; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect.

6W2b

Develop topic with facts/definitions/multimedia

Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include formatting, graphics, and multimedia when useful to aid comprehension.

6W2c

Use precise language/content-specific vocab to explain

Use precise language and content-specific vocabulary to explain a topic.

6W2d

Use transitions to create cohesion

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

6W2e

Provide concluding statement explaining significance

Provide a concluding statement or section that explains the significance of the information presented.

6W2f

Establish/maintain appropriate style

Establish and maintain a style appropriate to the writing task.

6W3 Write narratives with effective techniques/sequencing 5 sub-parts

Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and sequencing

6W3a

Engage reader by introducing narrator/characters

Engage the reader by introducing a narrator and/or characters.

6W3b

Use narrative techniques like dialogue/description

Use narrative techniques, such as dialogue and description, to develop experiences, events, and/or characters.

6W3c

Use transitional words to convey sequence

Use a variety of transitional words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

6W3d

Use precise words/sensory language

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

6W3e

Provide conclusion reflecting on narrative

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

6W4

Create poem/story/play/artwork response

Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

6W5

Draw evidence from texts, apply reading standards

Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.