Connecticut State Standards for Language Arts: Grade 6

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Before and During Reading: Use cueing system and context clues to determine meanings of words.

1.6. Before and During Reading: Make and support judgments about text.

1.7. After Reading (General Understanding): State both literal and/or inferred main ideas.

1.8. After Reading (General Understanding): Identify the type of conflict in a text and recognize how it affects the characters' actions.

1.9. After Reading (General Understanding): Identify the point of view used (first, second, third or omniscient) and interpret how point of view influences the text, e.g., how would a story change if the point of view changed.

1.10. After Reading (General Understanding): Explain the influence of setting (historical context) on mood, character and plot.

1.11. After Reading (General Understanding): Summarize information, including introduction and closing statements, main idea, most important supporting text-based facts, details and/or ideas, connections between the key ideas, and in one's own words.

1.12. After Reading (General Understanding): Describe how major and minor characters change over time.

1.13. After Reading (Developing an Interpretation): Explain the use of foreshadowing and parallel plots to convey meaning.

1.14. After Reading (Developing an Interpretation): Explain the use of flashbacks to convey meaning.

1.15. After Reading (Developing an Interpretation): Explain various subgenres of fiction based on their characteristics, e.g., science fiction, fantasy, myths, legends.

1.16. After Reading (Developing an Interpretation): Explain how characters deal with diversity, e.g., culture, ethnicity, and conflicts of human experience, relating these to real life situations.

1.17. After Reading (Developing an Interpretation): Interpret cause-and-effect relationships, e.g., how the time period of a novel determines a character's behavior.

1.18. After Reading (Making Reader/Text Connections): Explain how information in a text could be applied to understand a similar situation or concept in another text.

1.19. After Reading (Content and Structure): Explain the impact of literary devices on meaning, e.g., flashback, tone, bias, dialect, irony/satire, and use of fragments.

1.20. After Reading (Content and Structure): Evaluate the author's use of various techniques to influence readers' perspectives, e.g., appeal of characters in a graphic novels and picture books, logic and credibility of plots and settings, use of figurative language.

1.21. After Reading (Content and Structure): Understand how social, cultural and historical contexts contribute to an author's perspective

1.22. After Reading (Content and Structure): Draw a conclusion about how text might be useful to someone.

1.23. After Reading (Content and Structure): Create literal and inferential questions based on text to extend meaning.

1.24. After Reading (Content and Structure): Decide if the author's ideas are grounded in fact.

1.25. After Reading (Content and Structure): Evaluate the credibility, accuracy and bias of informational text, including Internet sites, electronic recordings, visuals and other technology resources.

1.26. Reading Reflection/Behaviors: Choose a variety of genres to read, hear, view and write for personal enjoyment.

1.27. Reading Reflection/Behaviors: Recommend books to others and explain the reason for the recommendation.

1.28. Reading Reflection/Behaviors: Set and monitor reading goals making adjustments and corrections as needed.

1.29. Reading Reflection/Behaviors: Identify and explain the author's purpose for writing a particular text.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Listening / Speaking: Relate the speaker's verbal, e.g., tone, word choice, pitch, and nonverbal cue to convey meaning

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Capitalization / Punctuation / Usage: Use capitalization, punctuation, and usage rules from previous grades.

3.4. Capitalization / Punctuation / Usage: Capitalize languages, races, nationalities and religions.

3.5. Capitalization / Punctuation / Usage: Use commas in appositives, e.g., Bob, the dog, was fun.

3.6. Capitalization / Punctuation / Usage: Use commas to set off direct address, e.g., Mom, may I go to the movies?

3.7. Capitalization / Punctuation / Usage: Use apostrophe to show quotation within a quotation in dialogue, e.g., He said, ''Mom said, ''Clean your room.'''

3.8. Capitalization / Punctuation / Usage: Use parentheses, e.g., A hypothesis (prediction) is a critical component of a scientific investigation.

3.9. Capitalization / Punctuation / Usage: Use a semicolon between two independent clauses connected by a conjunctive adverb, e.g., I studied late into the night; consequently, I passed the test.

3.10. Capitalization / Punctuation / Usage: Show agreement of pronoun and its referent, e.g., A person needs his or her own space.

3.11. Capitalization / Punctuation / Usage: Maintain consistent person.

3.12. Capitalization / Punctuation / Usage: Use parallel construction when listing verbs particularly in informational and technical writing. Parallel: A scientist observes, hypothesizes, and analyzes. Not parallel: A scientist observes, hypothesized, and analyzed.

3.13. Capitalization / Punctuation / Usage: Use paragraph conventions, e.g., designated by indentation or block format, skipping lines between paragraphs.

3.14. Capitalization / Punctuation / Usage: Provide detailed labeling, captions, headings, and subheadings when appropriate.

3.15. Capitalization / Punctuation / Usage: Cite sources according to prescribed format.

3.16. Capitalization / Punctuation / Usage: Use resources to correct own spelling.

3.17. Writing Process: Plan: gather information, using an organizer, from a range of resources to analyze, synthesize, and/or evaluate information to plan writing.

3.18. Writing Process: Draft: reread text and continue to draft over time.

3.19. Writing Process: Revise: seek and consider feedback from adults and peers to revise text for content, organization and tone.

3.20. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

3.21. Writing Process: Publish/Present: publish and present final products using a range of graphics and illustrative material , e.g., photos, diagrams, threefold display, informational posters.

3.22. Writing Process: Reflect: use criteria to choose and defend choices for writing portfolio; select pieces that demonstrate growth.

3.23. Writing Genres, Traits and Crafts (Descriptive): Expand upon one idea using additional details to create an image.

3.24. Writing Genres, Traits and Crafts (Narrative): Write a memoir.

3.25. Writing Genres, Traits and Crafts (Narrative): Write a mystery with elements, e.g., clues, suspense, red herring.

3.26. Writing Genres, Traits and Crafts (Expository): Write a compare-contrast essay, grouping similarities together and differences together.

3.27. Writing Genres, Traits and Crafts (Expository): Write an informational report using cause-and-effect structure.

3.28. Writing Genres, Traits and Crafts (Expository): Write an informational piece with a spatial order or chronological order.

3.29. Writing Genres, Traits and Crafts (Expository): Write in forms associated with specific tasks or careers, e.g., application for student body office, presentation software as a visual aid.

3.30. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece using ''least to most important'' arguments.

3.31. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece that incorporates research and information.

3.32. Writing Genres, Traits and Crafts (Poetic): Write an ode.

3.33. Writing Genres, Traits and Crafts (Poetic): Write a carpe diem.

3.34. Writing Genres, Traits and Crafts (Poetic): Write a tanka.

3.35. Writing Genres, Traits and Crafts (Poetic): Write a couplet.

3.36. Writing Genres, Traits and Crafts (Poetic): Construct introductions using various approaches, e.g., rhetorical question, interesting fact, brief history, captivating moment.

3.37. Writing Genres, Traits and Crafts (Poetic): Construct conclusions using various approaches, e.g., summary, interesting fact, echoed introduction.