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Aligned Lessons
Grade 6
Aligned Lessons
ELA: Grade 6 - READING


Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
    6.1.R.1

Locate and use school and public library resources, with some direction, to acquire information

    6.1.R.2

Use the table of contents and indexes to locate information

    6.1.R.3

Read to collect and interpret data, facts, and ideas from multiple sources

    6.1.R.4

Read the steps of a procedure in order to accomplish a task such as completing a science experiment or installing software

    6.1.R.5

Skim material to gain an overview of content or locate specific information

    6.1.R.6

Use text features, such as headings, captions, and titles, to understand and interpret informational texts

    6.1.R.7

Recognize organizational formats to assist in comprehension of informational texts

    6.1.R.8

Identify missing, conflicting, unclear, and irrelevant information

    6.1.R.9

Distinguish between fact and opinion

    6.1.R.10

Identify information that is implied rather than stated

    6.1.R.11

Compare and contrast information about one topic from multiple sources

    6.1.R.12

Recognize how new information is related to prior knowledge or experience

    6.1.R.13

Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information

    6.1.R.14

Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts, with assistance

    6.1.R.15

Use knowledge of structure, content, and vocabulary to understand informational texts, with assistance

    6.1.R.16

Condense, combine, or categorize new information from one or more sources, with assistance

    6.1.R.17

Draw conclusions and make inferences on the basis of explicit and implied information, with assistance

    6.1.R.18

Make, confirm, or revise predictions, with assistance

Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
    6.2.R.1

Read, view, and interpret texts from a variety of genres

    6.2.R.2

Define characteristics of different genres

    6.2.R.3

Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods

    6.2.R.4

Read aloud from a variety of genres (e.g., plays and poems)

  • use inflection and intonation appropriate to text read and audience
    •     6.2.R.5

    Recognize that the same story can be told in different genres (e.g., novels, poems, or plays)

        6.2.R.6

    Identify literary elements, (e.g., setting, plot, character, rhythm, and rhyme) of different genres

        6.2.R.7

    Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning

        6.2.R.8

    Recognize how different authors treat similar themes

        6.2.R.9

    Identify the ways in which characters change and develop throughout a story

        6.2.R.10

    Interpret characters, plot, setting, and theme, using evidence from the text, with assistance

        6.2.R.11

    Identify the author’s point of view, such as first-person narrator and omniscient narrator, with assistance

        6.2.R.12

    Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing, convey the author’s message or intent, with assistance

        6.2.R.13

    Recognize how the author’s use of language creates images or feelings, with assistance

        6.2.R.14

    Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry, with assistance

        6.2.R.15

    Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text, with assistance

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        6.3.R.1

    Evaluate information, ideas, opinions, and themes by identifying

  • a central idea and supporting details
  • precise and vague language
  • statements of fact, opinion, and exaggeration
  • missing or unclear information
    •     6.3.R.2

    Use established and personal criteria to analyze and evaluate the quality of ideas and information in text

        6.3.R.3

    Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text

        6.3.R.4

    Recognize how one's own point of view contributes to forming an opinion about information and ideas

        6.3.R.5

    Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to

  • identify conflicting information
  • consider the background and qualifications of the writer
  • evaluate examples, details, or reasons used to support ideas
  • identify differing points of view in texts and presentations
  • identify cultural and ethnic values and their impact on content, with assistance
  • identify multiple levels of meaning
    • Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 4: Students will read, write, listen, and speak for social interaction.
        6.4.R.1

    Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups

        6.4.R.2

    Respect the age, gender, position, and cultural traditions of the writer

        6.4.R.3

    Recognize the types of language (e.g., jargon, colloquialisms, informal vocabulary, and email conventions) that are appropriate to social communication

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Literacy Competencies
        6.LC.R.1

    Word Recognition
    Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words

    		 
        6.LC.R.2

    Word Recognition
    Integrate sources of information to decode unfamiliar words, self-monitor, and self-correct for word-reading accuracy

    		 
        6.LC.R.3

    Word Recognition
    Use word recognition skills and strategies quickly, accurately, and automatically when decoding unfamiliar words

    		 
        6.LC.R.4

    Word Recognition
    Recognize at sight a large body of high-frequency words and specialized content vocabulary

    		 
        6.LC.R.5

    Background Knowledge and Vocabulary Development
    Extend knowledge of word meaning through direct and indirect means

        6.LC.R.6

    Background Knowledge and Vocabulary Development
    Use word structure knowledge, such as roots (e.g., Greek and Latin), prefixes, and suffixes, to determine word meaning

        6.LC.R.7

    Background Knowledge and Vocabulary Development
    Use prior knowledge and experience in order to understand ideas and vocabulary found in a variety of texts

        6.LC.R.8

    Background Knowledge and Vocabulary Development
    Acquire new vocabulary by engaging with a variety of texts written by a range of different authors

        6.LC.R.9

    Background Knowledge and Vocabulary Development
    Use self-monitoring strategies to identify specific vocabulary difficulties that disrupt comprehension, and employ an efficient course of action, such as using a known word base or a resource such as a glossary to resolve the difficulty

        6.LC.R.10

    Background Knowledge and Vocabulary Development
    Determine the meaning of unfamiliar words by using context, dictionaries, glossaries, and other print resources, including electronic resources

        6.LC.R.11

    Background Knowledge and Vocabulary Development
    Use a thesaurus to identify synonyms and antonyms

        6.LC.R.12

    Comprehension Strategies
    Read grade-level texts from a variety of genres, in varying text formats and by different authors, for a variety of purposes

        6.LC.R.13

    Comprehension Strategies
    Use a variety of strategies (e.g., summarizing, forming questions, visualizing, and making connections) to support understanding of texts read

        6.LC.R.14

    Comprehension Strategies
    Employ self-monitoring strategies and engage in self-correcting behaviors when comprehension has been disrupted

        6.LC.R.15

    Comprehension Strategies
    Ask questions to self-monitor comprehension, to clarify understanding, and to focus reading

        6.LC.R.16

    Comprehension Strategies
    Make connections between texts being read to own lives, the lives of others, other texts read in the past, and the world at large

        6.LC.R.17

    Comprehension Strategies
    State or summarize a main idea and support it or elaborate on it with relevant details

    		 
        6.LC.R.18

    Comprehension Strategies
    Present a point of view or interpretation of a text, such as its theme or the author’s intended message, and support it with relevant details from the text

        6.LC.R.19

    Comprehension Strategies
    Read grade-level texts and answer literal, inferential, analytic, and evaluative questions

        6.LC.R.20

    Comprehension Strategies
    Use prior knowledge, along with multiple sources of information, to support comprehension, from forming predictions to making inferences and drawing conclusions

        6.LC.R.21

    Comprehension Strategies
    Note and describe aspects of the writer’s craft, and explain the role that crafting techniques play in helping the reader comprehend the text

        6.LC.R.22

    Comprehension Strategies
    Participate cooperatively and collaboratively in group discussions of texts

        6.LC.R.23

    Comprehension Strategies
    Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and presentations

        6.LC.R.24

    Comprehension Strategies
    Demonstrate personal response to grade-level texts through a range of responses, such as writing, drama, and oral presentations

        6.LC.R.25

    Motivation to Read
    Show interest in reading a wide range of texts, topics, genres, and authors

        6.LC.R.26

    Motivation to Read
    Read voluntarily for a variety of purposes

        6.LC.R.27

    Motivation to Read
    Be familiar with titles and authors of a wide range of literature

    		 
        6.LC.R.28

    Motivation to Read
    Engage in independent silent reading for extended periods of time

     
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