|ELA.6.C.1.3:|| Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, and a logical organizational structure with varied transitions. |
|ELA.6.C.1.4:|| Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions. |
|ELA.6.C.1.5:|| Improve writing by planning, revising, and editing, considering feedback from adults and peers. |
|ELA.6.C.2.1:|| Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.|
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations.
Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.
|ELA.6.C.3.1:|| Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.|
Clarification 1: Skills to be mastered at this grade level are as follows:
Skills to be implemented but not yet mastered are as follows:
- Use verbals including gerunds, infinitives, and participial phrases.
- Use comparative and superlative forms of adjectives.
- Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.
Clarification 2: See Convention Progression by Grade Level for more information.
- Appropriately use colons.
- Appropriately use dangling modifiers.
- Appropriately use ellipses.
- Appropriately use hyphens.
- Vary sentence structure.
|ELA.6.C.4.1:|| Conduct research to answer a question, drawing on multiple reliable and valid sources, and refocusing the inquiry when appropriate.|
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
|ELA.6.C.5.1:|| Integrate diverse digital media to enhance audience engagement in oral or written tasks.|
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and complement the information being shared, meaning that the multimedia elements should add information to the presentation, not restate or reinforce it. The elements should be smoothly integrated into the presentation.
|ELA.6.C.5.2:|| Use digital tools to produce writing. |
|ELA.6.R.2.2:|| Analyze the central idea(s), implied or explicit, and its development throughout a text.|
Clarification 1: Various types of support could include an author’s use of facts, definitions, concrete details, and/or quotations to develop the central idea(s) in a text.
|ELA.6.R.2.4:|| Track the development of an argument, identifying the types of reasoning used.|
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning.
Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).
|ELA.6.R.3.2:|| Paraphrase content from grade-level texts.|
Clarification 1: Most grade-level texts are appropriate for this benchmark.
|ELA.6.R.3.3:|| Compare and contrast how authors from different time periods address the same or related topics.|
Clarification 1: Texts for this benchmark should be selected from the following literary periods:
- Colonial and Early National Period (1600–1830) American Literature
- Romantic Period (1790–1870)
- Realism and Naturalism Period (1870–1930)
- Modernist Period (1910–1945)
- Contemporary Period (1945–present)
|ELA.6.R.3.4:|| Identify rhetorical appeals in a text.|
Clarification 1: Students will identify the appeals of logos, ethos, and pathos.
Clarification 2: See Rhetorical Appeals.
|ELA.6.V.1.1:|| Integrate academic vocabulary appropriate to grade level in speaking and writing.|
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.
Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
|ELA.6.V.1.2:|| Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. |
|ELA.6.V.1.3:|| Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. |
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.LA.1:|| English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
The purpose of this course is to develop grade 6 students' beginning awareness, understanding, and
application of language arts as it applies to oral communication concepts and strategies in a
variety of given settings.
The content should include, but not be limited to, the following:
- learning and practicing a variety of speech forms
- learning and demonstrating appropriate formal and informal public speaking techniques for audience, purpose, and occasion
- eye contact and body movements
- voice register and choices of language arts
- use of standard English
- using research & writing skills to support selected topics and points of view
- across a range of disciplines
- using a range of sources, including digital
- collaboration amongst peers, especially during the drafting and practicing stages
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows
English language learners (ELL) to communicate information, ideas and concepts for academic
success in the content area of Language Arts. For the given level of English language proficiency
and with visual, graphic, or interactive support, students will interact with grade level words,
expressions, sentences and discourse to process or produce language necessary for academic success.
The ELD standard should specify a relevant content area concept or topic of study chosen by
curriculum developers and teachers which maximizes an ELL’s need for communication and social
skills. To access an ELL supporting document which delineates performance definitions and
descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.