Washington State Standards for Language Arts: Grade 6

WA.1. Reading: The student understands and uses different skills and strategies to read.

1.2. Use vocabulary (word meaning) strategies to comprehend text.

1.2.1. Understand and apply dictionary skills and other reference skills.

1.2.1.a. Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.

1.2.1.b. Use text evidence to verify meaning from reference source.

1.2.2. Apply a variety of strategies to comprehend words and ideas in complex text.

1.2.2.a. Use word origins to determine the meaning of unknown words.

1.2.2.b. Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., process, procession).

1.2.2.c. Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.

1.2.2.d. Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.

1.2.2.e. Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text.

1.3. Build vocabulary through wide reading.

1.3.1. Understand and apply new vocabulary.

1.3.1.a. Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities) into written and oral communication.

1.3.2. Understand and apply content/academic vocabulary critical to the meaning of text. W

1.3.2.a. Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.

1.3.2.b. Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).

1.3.2.c. Select, from multiple choices, the meaning of words or phrases identified in the text.

1.3.2.d. Use new vocabulary in oral and written communication.

1.4. Apply word recognition skills and strategies to read fluently.

1.4.2. Apply fluency to enhance comprehension.

1.4.2.a. Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

1.4.2.b. Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.

1.4.3. Apply different reading rates to match text.

1.4.3.a. Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.

WA.2. Reading: The student understands the meaning of what is read.

2.1. Demonstrate evidence of reading comprehension.

2.1.3. Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W

2.1.3.a. State both literal and/or inferred main ideas and provide supporting text-based details.

2.1.3.b. State the theme/message and supporting details in culturally relevant literary/narrative text.

2.1.3.c. Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.

2.1.3.d. Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.

2.1.3.e. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text.

2.1.4. Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.

2.1.4.a. Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).

2.1.4.b. Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

2.1.5. Apply comprehension monitoring strategies before, during, and after reading: predict and infer. W

2.1.5.a. Make, confirm, and revise prediction based on prior knowledge and evidence from the text.

2.1.5.b. Cite passages from text to confirm or defend predictions and inferences.

2.1.5.c. Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).

2.1.5.d. Organize information to support a prediction or inference in a self-created graphic organizer to enhance comprehension of text.

2.1.6. Apply comprehension monitoring strategies to understand fiction, nonfiction, informational, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.

2.1.6.a. Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

2.1.6.b. Generate and answer questions about the text before, during, and after reading to aid comprehension.

2.1.6.c. Use questioning strategies to comprehend text.

2.1.6.d. Organize images and information into a self-created graphic organizer to enhance comprehension of text.

2.1.6.e. Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., semantic mapping, anticipation guide).

2.1.7. Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W

2.1.7.a. Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.

2.1.7.b. Summarize the plot/message in culturally relevant literary/narrative text.

2.1.7.c. Select, from multiple choices, a sentence that best summarizes the story or selection.

2.1.7.d. Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.

2.2. Understand and apply knowledge of text components to comprehend text.

2.2.1. Apply understanding of time, order, and/or sequence to aid comprehension.

2.2.1.a. Explain the use of foreshadowing to convey meaning in literary/narrative text.

2.2.1.b. Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., how to make pottery, steps in the oil refinery process).

2.2.2. Apply understanding of printed and electronic text features to locate information and comprehend text. W

2.2.2.a. Locate information using grade-level appropriate text features.

2.2.2.b. Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did).

2.2.2.c. Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.

2.2.2.d. Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.

2.2.2.e. Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary).

2.2.3. Understand and analyze story elements. W

2.2.3.a. Use multiple sources of information from the text (e.g., character's own thoughts/words, what others say about the character, and how others react to the character) to describe how a character changes over time or how the character's action might contribute to the problem.

2.2.3.b. Identify the major actions that define the plot and how actions lead to conflict or resolution.

2.2.3.c. Explain the influence of setting on character and plot.

2.2.3.d. Identify the point of view used (first, third, or omniscient point of view) in a story.

2.2.3.e. Compare and contrast the same conflict from the point of view of two different characters.

2.2.3.f. Identify the stated themes in text and support with evidence from the text.

2.2.3.g. Identify common recurring themes in books by the same or different authors and support with evidence from the text.

2.2.3.h. Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict).

2.2.4. Apply understanding of text organizational structures.

2.2.4.a. Recognize and use previously taught text organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, and order of importance) to aid comprehension.

2.2.4.b. Recognize and use text written in the text organizational structures of process/procedural to find and organize information and comprehend text.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1. Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W

2.3.1.a. Find similarities and differences within and between texts using text-based evidence (e.g., character's point of view in poetry and narrative; the author's feelings and the poet's feelings; cultural perspectives in a magazine article and an editorial).

2.3.1.b. Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).

2.3.1.c. Interpret cause and effect relationships within a informational/expository text or literary/narrative text using evidence from the text (e.g., how the time period [setting] of a novel determines a character's behavior, how a situation affected a character, what events either caused or resulted from a problem, or how one situation determines another such as the flow of the Nile dictating early life in Egypt).

2.3.1.d. Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).

2.3.2. Analyze sources for information appropriate to a specific topic or for a specific purpose.

2.3.2.a. Select appropriate resources such as an atlas, newspaper, magazine, memo, directory, or schedule to locate information on a specific topic or for a specific purpose.

2.3.2.b. Sort information gathered from various sources by topic and decide on the utility of the information for a specific purpose.

2.3.3. Understand the functions (to make the story more interesting and convey a message) of literary devices. W

2.3.3.a. Recognize previously taught literary devices (simile, personification, humor, metaphor, idiom, imagery, exaggeration, and dialogue) and explain how they make the story more interesting and/or convey a message.

2.3.3.b. Identify literary devices such as irony and sarcasm and explain how they make the story more interesting and/or convey a message.

2.4. Think critically and analyze author's use of language, style, purpose, and perspective in literary and informational text.

2.4.1. Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text. W

2.4.1.a. Draw a conclusion from grade-level text (e.g., what is the most important idea the author is trying to make in the story/poem/selection, how the selection might be useful to someone who wanted to do something related) and provide details to support the answer.

2.4.1.b. Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

2.4.2. Analyze an author's style of writing, including language choice, to achieve the author's purpose and influence an audience. W

2.4.2.a. Identify and explain the author's purpose.

2.4.2.b. Explain how author's use of word choice, sentence structure and length, and/or literary devices contributes to imagery, suggests a mood, or otherwise influences an audience.

2.4.3. Understand how to verify content validity. W

2.4.3.a. Identify and explain when an author uses opinion to make a point.

2.4.3.b. Verify facts by checking sources for date of publication, bias, and accuracy.

2.4.4. Analyze the effectiveness of the author's tone and use of persuasive devices for a target audience. W

2.4.4.a. Determine the author's target audience(s) and cite examples of details, facts, and/or arguments that appeal to that audience.

2.4.4.b. Interpret the author's tone and support the answer with text-based evidence.

2.4.4.c. Describe the intended effects of persuasive devices and propaganda techniques.

2.4.5. Understand how to generalize/extend information beyond the text to another text or to a broader idea or concept. W

2.4.5.a Generalize about common themes, conflicts, and situations after reading multiple texts.

2.4.5.b. Explain how information in a text could be used to understand a similar situation or concept in another text and cite text-based examples (e.g., historical fiction about Egypt helps understand the role of the pharaohs).

2.4.6. Analyze ideas and concepts in multiple texts. W

2.4.6.a. Find the similarities and differences in how an idea or concept is expressed in multiple texts.

2.4.6.b. Compare the feeling of the authors and/or character as expressed in multiple texts.

2.4.6.c. Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.

2.4.7. Analyze the reasoning and ideas underlying an author's perspective, beliefs, and assumptions.

2.4.7.a. Determine author's perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting informational/expository text and literary/narrative text details or facts.

2.4.7.b. Infer and explain the author's beliefs and assumptions, citing text-based reasons for choice (e.g., describe an author's background and beliefs and explain how they influence the author's perspective).

2.4.7.c. Select, from multiple choices, a sentence that describes the author's or character's reasoning or problem with the reasoning.

WA.3. Reading: The student reads different materials for a variety of purposes.

3.1. Read to learn new information.

3.1.1. Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

3.1.1.a. Locate, select, and use a variety of library, web-based, and Internet materials appropriate to the task or best suited to investigate the topic.

3.1.1.b. Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, catalogs, yellow pages to decide which products or services to buy).

3.1.1.c. Follow multi-step written directions (e.g., read a manual, complete a project or assignment).

3.2. Read to perform a task.

3.2.2. Apply understanding of a variety of functional documents.

3.2.2.a. Locate and use functional documents (e.g., newspapers, magazines, schedules, promotional materials).

3.4. Read for literary experience in a variety of genres.

3.4.2. Understand and analyze a variety of literary genres.

3.4.2.a. Examine and explain various sub-genres of literary fiction based upon their characteristics.

3.4.2.b. Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast story elements in texts written in different genres).

3.4.3. Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.

3.4.3.a. Explain similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., marriage customs or family vs. community responsibilities).

3.4.3.b. Identify and discuss recurring themes in literature (e.g., identity, struggle).

WA.4. Reading: The student sets goals and evaluates progress to improve reading.

4.1. Assess reading strengths and need for improvement.

4.1.2. Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.

4.1.2.a. Set reading goals and create a plan to meet those goals.

4.1.2.b. Monitor progress toward implementing the plan, making adjustments and corrections as needed.

4.2. Develop interests and share reading experiences.

4.2.1. Evaluate books and authors to share common literary experiences.

4.2.1.a. Recommend books to others and explain the reason for the recommendation.

4.2.1.b. Discuss common reading selections and experiences with others.

1.1. Prewrites to generate ideas and plan writing. (W)

1.1.1. Applies more than one strategy for generating ideas and planning writing.

1.1.1.a. Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing).

1.1.1.b. Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational or literary writing.

1.1.1.c. Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).

1.1.1.d. Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing.

1.2.1.c. Rereads text and continues drafting over time.

1.2.1.d. Rereads text, puts it away, and returns to it later.

1.3.1.b. Seeks and considers feedback from adults and peers.

1.3.1.c. Records feedback using writing group procedure (e.g., records the first four words of each sentence to encourage variation of sentence beginnings).

1.3.1.d. Evaluates and uses feedback (e.g., ''I'll use the word transformation to improve my word choice.'').

1.3.1.e. Uses multiple resources regularly to identify needed changes (e.g., writing guide, adult, peer, criteria and/or checklist, thesaurus).

1.4.1. Applies understanding of editing appropriate for grade level (see 3.3).

1.4.1.a. Identifies and corrects errors in conventions.

1.4.1.b. Uses multiple resources regularly (e.g., dictionary, peer, adult, available technology, writing/style guide, textbook).

1.4.1.c. Proofreads final draft for errors.

1.5. Publishes text to share with an audience. (W)

1.5.1. Publishes in a format that is appropriate for specific audiences and purposes.

1.5.1.a. Selects from a variety of publishing options (e.g., trifold display, brochure, informational posters).

1.5.1.b. Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, diagrams, maps).

1.5.1.c. Publishes material in appropriate form (e.g., slide show) and format (e.g., slide layout, color, font, keywords and phrases instead of whole sentences) for visual and dramatic presentations.

1.5.1.d. Uses different available technologies to produce a finished product (e.g., word processor, spreadsheets, multimedia).

1.6. Adjusts writing process as necessary.

1.6.1. Applies understanding of the recursive nature of writing process.

1.6.1.a. Revises at any stage of process.

1.6.1.b. Edits as needed at any stage.

1.6.2. Uses collaborative skills to adapt writing process.

1.6.2.a. Delegates parts of writing process to team members (e.g., during prewriting, one team member gathers Internet information while another uses the library periodicals).

1.6.2.b. Collaborates on drafting, revising, and editing.

1.6.2.c. Collaborates on final layout and publishing/presenting.

1.6.3. Uses knowledge of time constraints to adjust writing process.

1.6.3.a. Writes for both on-demand and extended writing projects.

1.6.3.b. Writes to meet a deadline.

1.6.3.c. Adjusts the number of drafts to compensate for time allotted.

1.6.3.d. Adapts amount of time spent prewriting in response to on-demand prompt.

1.6.3.e. Creates a management timeline, flow chart, or action plan for written projects (e.g., research paper).

1.6.3.f. Increases time for prewriting, drafting, revising, and editing, while working for clarity and effective presentation.

2.1.1. Applies understanding of multiple and varied audiences to write effectively.

2.1.1.a. Identifies an intended audience.

2.1.1.b. Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience's prior knowledge).

2.1.1.c. Identifies audience's interest and knowledge of topic to determine emphasis.

2.1.1.d. Anticipates readers' questions and writes accordingly.

2.2.1.c. Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).

2.2.1.d. Writes for more than one purpose using the same form (e.g., uses a poem to persuade, to tell a story, or to entertain).

2.2.1.e. Includes more than one mode within a piece to address purpose (e.g., descriptive details or a narrative anecdote used as an example within an explanation).

2.4.1.c. Selects and synthesizes information from technical and job-related documents for inclusion in writing (e.g., report that includes data/information derived from charts or graphs).

3.1.1.d. Varies method of developing character (e.g., how the character looks, talks, acts, and thinks) and setting (e.g., develops setting as character changes location) in narratives.

3.1.2. Uses an effective organizational structure.

3.1.2.a. Writes unified, cohesive paragraphs (e.g., topic sentence with logically presented details; spatial order; chronological order).

3.1.2.b. Constructs an introduction using varying approaches (e.g., question, statistics/interesting facts, brief history).

3.1.2.c. Constructs an ending/conclusion that goes beyond a repetition of the introduction (e.g., a summary, an interesting fact, echo from the beginning of the piece).

3.1.2.d. Varies leads, endings, and types of conflicts in narratives.

3.1.2.e. Sequences ideas and uses transitions to link events, reasons, facts, and opinions (e.g., degree transitions, such as most important and least important, within and between paragraphs).

3.1.2.f. Organizes clearly: explanations (e.g., cause and effect, point-by-point comparisons); persuasion (e.g., least to most important arguments); narratives (e.g., flashback); poetry (e.g., stanzas/chorus)

3.2.1. Applies understanding that different audiences and purposes affect writer's voice.

3.2.1.a. Writes with a clearly defined voice appropriate to audience.

3.2.1.b. Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., informal vs. formal voice).

3.2.1.c. Writes expository text using either first or third person.

3.2.1.d. Supports a position in persuasive text from first-person or third-person point of view (e.g., I think vanilla ice cream is the best; According to an expert, vanilla ice cream is the best.).

3.2.1.e. Writes in a character's voice (e.g., retells a story using the point of view and voice of a character in the story; explains a historic event in the voice of a participant in that event).

3.2.2.b. Selects and uses persuasive techniques (e.g., testimonials, bandwagon).

3.2.2.c. Selects and uses literary devices (e.g., simile, metaphor, and personification).

3.2.2.d. Selects and uses poetic devices (e.g., repetition, rhythm, rhyme schemes).

3.2.2.e. Searches for alternatives to commonly used words, particularly in persuasive writing and poetry.

3.2.3. Uses a variety of sentences.

3.2.3.a. Writes a variety of sentence lengths.

3.2.3.b. Writes a variety of sentence structures (e.g., uses phrases and clauses: ''In the beginning, I liked ice cream. That summer, after working at the store, I didn't want to eat ice cream again.'').

3.2.3.c. Uses rhythm and cadence in sentences and lines to influence meaning in prose and poetry (e.g., ''The drums / beat on and on and on.'').

3.3. Knows and applies writing conventions appropriate for the grade level. (W)

3.3.1. Uses legible handwriting.

3.3.1.a. Produces readable printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).

3.3.2. Spells accurately in final draft.

3.3.2.a. Uses spelling rules and patterns from previous grades.

3.3.2.b. Uses multiple strategies to spell. Examples: visual patterns (e.g., tough/enough/rough, right/night); homophones (e.g., read and reed); affixes (e.g., in-, im-, -spect, -fer); roots (e.g., biology, telegraph); Uses resources to correct own spelling.

3.3.3. Applies capitalization rules.

3.3.3.a. Uses capitalization rules from previous grades.

3.3.3.b. Capitalizes languages, races, nationalities, and religions correctly.

3.3.3.c. Uses resources to correct capitalization.

3.3.4. Applies punctuation rules.

3.3.4.a. Uses punctuation rules from previous grades.

3.3.4.b. Uses commas in appositives (e.g., Bob, the dog, was fun.).

3.3.4.c. Uses commas to set off direct address (e.g., ''Mom, may I go to the movies?'').

3.3.4.d. Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, ''Mom said, 'Clean your room.' '').

3.3.4.e. Uses parentheses correctly (e.g., ''A hypothesis (prediction) is a critical component of a scientific investigation.'').

3.3.4.f. Uses a semi-colon between two independent clauses connected by a conjunctive adverb (e.g., I studied late into the night; consequently, I passed the test.).

3.3.4.g. Uses resources to check punctuation.

3.3.5. Applies usage rules.

3.3.5.a. Applies usage rules from previous grades.

3.3.5.b. Shows agreement of pronoun and its referent (e.g., A person needs his or her own space.).

3.3.5.c. Maintains consistent person.

3.3.5.d. Uses 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.

3.3.5.e. Uses resources to check usage.

3.3.6. Uses complete sentences in writing.

3.3.6.a. May use fragments in dialogue as appropriate.

3.3.7. Applies paragraph conventions.

3.3.7.a. Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).

3.3.7.b. Provides detailed labeling, captions, headings, and subheadings when appropriate.

3.3.8. Applies conventional forms for citations.

3.3.8.a. Cites sources according to prescribed format.

4.1.1. Analyzes and evaluates writing using established criteria.

4.1.1.a. Identifies aspects of the author's craft (e.g., sentence variation, voice, word choice).

4.1.1.b. Identifies persuasive elements in a peer's writing and critiques the effectiveness (e.g., firm position, statistics as support, persuasive word choice).

4.1.1.c. Explains accuracy of content and vocabulary for specific curricular areas (e.g., why ancient peoples settled along rivers).

4.1.2.c. Uses criteria to choose and defend choices for a writing portfolio.

4.1.2.d. Provides evidence that goals have been met (e.g., selects pieces that demonstrate growth).

4.2.1.c. Maintains a written log of goals and a portfolio of work.

1.1.2. Applies a variety of listening and observation skills/strategies to interpret information.

1.1.2.a. Monitors and adjusts strategies to interpret information (e.g., attends and listens carefully; asks clarifying questions; paraphrases information; elaborates; processes information and ideas by drawing pictures, using graphic organizers, and taking notes)

1.1.2.b. Responds with elaboration (e.g., details, examples, facts).

3.1.1.e. Uses details, examples, anecdotes, or experiences to explain or clarify information.

3.3.1.b. Speaks with expression using purposeful volume, articulation, and pace/rate.

3.3.1.c. Uses posture and body language (eye contact, facial expression, body position) effectively, purposefully avoiding distracting mannerisms.

3.3.1.d. Uses gestures to enhance meaning.

3.3.1.e. Uses standard adult grammar to complement the message.

3.3.1.f. Uses suitable language registers (e.g., formal versus informal).

3.3.1.g. Uses language that engages the audience and addresses purpose(s) (e.g., precise language, action verbs, sensory details).

3.3.1.h. Speaks using an extemporaneous style of delivery (e.g., uses notes and outlines rather than a script).

4.1.1.d. Notes appropriate use of terminology specific to content area (e.g., ''I used the terms volume and capacity to describe and compare figures.'').