Oregon State Standards for Language Arts: Grade 6

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Decoding and Word Recognition: Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression.

1.2. Decoding and Word Recognition: Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Make connections to text, within text, and among texts across the subject areas.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Match reading to purpose--location of information, full comprehension, and personal enjoyment.

2.5. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

2.6. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

3.3. Vocabulary: Determine the meaning of unknown words or words with unusual meanings in informational and narrative text by using word, sentence, and paragraph clues.

3.4. Vocabulary: Interpret figurative language, including similes, metaphors, and words with multiple meanings.

3.5. Vocabulary: Understand and explain 'shades of meaning' in related words.

3.6. Vocabulary: Determine pronunciations, meanings, alternate word choices, and parts of speech, using dictionaries and thesauruses.

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, and catalogs.

4.2. Read to Perform a Task: Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.

4.3. Read to Perform a Task: Identify the structural features of newspapers, magazines, and online information, and use the features to obtain information.

4.4. Read to Perform a Task: Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Clarify understanding of informational texts by creating simple outlines, graphic organizers, diagrams, logical notes, or summaries.

5.2. Informational Text: Demonstrate General Understanding: Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Predict future outcomes supported by the text.

6.2. Informational Text: Develop an Interpretation: Make reasonable, logical statements, conclusions, and inferences about a text, supporting them with accurate examples from the text.

6.3. Informational Text: Develop an Interpretation: Infer the main idea when it is not explicitly stated, and support with evidence from the text.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: Draw conclusions about the author's overall purpose as well as the author's placement and inclusion of specific information in the text.

7.2. Informational Text: Examine Content and Structure: Distinguish among facts, supported inferences, and opinions in text.

7.3. Informational Text: Examine Content and Structure: Draw conclusions about reasons for actions or beliefs based on an analysis of information in the text.

7.4. Informational Text: Examine Content and Structure: Identify and analyze text that uses the compare-and-contrast and cause-and-effect organizational patterns.

7.5. Informational Text: Examine Content and Structure: Compare and contrast information on the same topic after reading two passages or articles.

7.6. Informational Text: Examine Content and Structure: Connect and clarify main ideas by identifying their relationships to multiple sources, known information and ideas, and related topics.

1.3. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Identify audience and purpose.

1.4. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Choose the form of writing that best suits the intended purpose--personal letter, letter to the editor, review, poem, report, or narrative.

1.5. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions.

1.6. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Focus on a central idea, excluding loosely related, extraneous, and repetitious information.

1.7. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

1.8. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Revise drafts to improve the organization and consistency of ideas within and between paragraphs.

1.9. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Edit and proofread one's own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.

2.7. Writing: Write multi-paragraph compositions that: Conclude with a detailed summary linked to the purpose of the composition.

2.8. Writing: Create an organizational structure that is clearly sequenced and uses effective transitions between sentences and paragraphs to unify important ideas.

2.9. Writing: Use a variety of descriptive words to paint a visual image in the mind of the reader.

2.10. Writing: Make paragraph breaks when using dialogue.

2.11. Writing: Use simple, compound, and complex sentences.

2.12. Writing: To achieve clarity of meaning and to enhance flow and rhythm, use effective coordination and subordination of ideas--including both main ideas and supporting ideas in single sentences.

3.7. Conventions: Punctuation: Correctly use colons after the salutation (greeting) in business letters (Dear Sir:).

3.8. Conventions: Punctuation: Correctly use semicolons to connect main clauses (Katy went to school; her brother stayed home.).

3.9. Conventions: Punctuation: Correctly use commas before the conjunction in compound sentences (We worked all day, but we didn't complete the project.).

3.10. Conventions: Punctuation: Correctly use semicolons and commas for transitions (The deadline is past; however, we can do it next year.).

3.11. Conventions: Capitalization: Use correct capitalization.

3.12. Conventions: Handwriting: Write legibly.

4.5. Writing Applications: Narrative Writing: Write responses to literature: Organize the interpretations around several clear ideas.

4.6. Writing Applications: Narrative Writing: Write responses to literature: Develop and justify the interpretations through the use of examples and evidence from the text.

4.7. Writing Applications: Narrative Writing: Write research reports: Pose relevant questions that are focused enough to be thoroughly answered in the report.

4.8. Writing Applications: Narrative Writing: Write research reports: Identify credible sources.

4.9. Writing Applications: Narrative Writing: Write research reports: Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches.

4.10. Writing Applications: Narrative Writing: Write research reports: Include references used.

4.11. Writing Applications: Narrative Writing: Write persuasive compositions: State a clear position on a proposition or proposal.

4.12. Writing Applications: Narrative Writing: Write persuasive compositions: Support the position with organized and relevant evidence.

4.13. Writing Applications: Narrative Writing: Write persuasive compositions: Anticipate and address reader concerns and counter-arguments.

4.14. Writing Applications: Narrative Writing: Write summaries, using formal paragraph structure, that contain the main ideas and most significant details using the student's own words, except for quotations.

5.3. Research Report Writing: Use a variety of resource materials to gather information for research topics (e.g., books, magazines, newspapers, dictionaries, schedules, journals, phone directories, web resources).

5.4. Research Report Writing: Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs spacing, columns, page orientation).

5.5. Research Report Writing: Quote or paraphrase ideas from resource materials, citing them appropriately (e.g., Works Cited Entries - MLA).