LAFS.6.RI.2.6

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
General Information
Subject Area: English Language Arts
Grade: 6
Strand: Reading Standards for Informational Text
Idea: Level 3: Strategic Thinking & Complex Reasoning
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: TM , EBSR , ST item(s)

  • Assessment Limits :
    Items may ask the student to determine the author’s point of view or purpose in a text and to explain the strategies the author uses to convey point of view or purpose.
  • Text Types :
    Items assessing this standard may be used with one ormore grade-appropriate informational texts. Texts may vary in complexity.
  • Response Mechanisms :
    The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess thisstandard (excluding the Editing Task Choice item type). The Sample Response Mechanisms may include, but are not limited to, the examples below.
  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Explain how the author develops point of view or purpose, using details from the text.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select the point of view or purpose and to select details from the text that show how the author develops this point of view or purpose.
    • Requires the student to select the point of view or purpose and to select a correct explanation of how point of view or purpose is developed. 
    EBSR
    • Requires the student to select a correct explanation of how point of view or purpose is developed and then to select words or phrases in the text that show that development. 
    Table Match
    • Requires the student to complete a table by matching explanations of how point of view is developed with supporting details from the text.

Related Courses

This benchmark is part of these courses.
1000000: M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1000010: M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021 (current), 2021 and beyond)
1000020: M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 and beyond (current))
1001010: M/J Language Arts 1 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1001020: M/J Language Arts 1 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1002000: M/J Language Arts 1 Through ESOL (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1002180: M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1008010: M/J Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1008020: M/J Reading 1, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1100000: M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1700060: M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)
7810011: Access M/J Language Arts 1  (Specifically in versions: 2013 - 2015, 2015 - 2018, 2018 and beyond (current))
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.6.RI.2.AP.6a: Identify the author's point of view.
LAFS.6.RI.2.AP.6b: Identify the reason(s) the author wrote the text.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

Author’s Purpose in The Three Gorges Dam:

The student will read an informational passage and use a graphic organizer to identify the author’s point of view and purpose in each paragraph. The student will use the graphic organizer to write one paragraph stating the author’s purpose for writing the passage and the author’s point of view on the topic.

Type: Formative Assessment

Citing Evidence about White Crane Ridge:

The student will read a literary passage and answer explicit and inferential questions about the text. The student will cite textual evidence to support his/her answers.

Type: Formative Assessment

From an Author's Point of View:

The student will read an informational article and determine the author’s purpose and point of view and explain how the author’s point of view is communicated in the text. The student will convey this information by responding to guiding questions.

Type: Formative Assessment

Lesson Plans

Obama: The Editorials:

This lesson is part three of a three-part unit that describes the importance of teamwork to resolve life's issues and problems. The goal of this lesson is to compare and contrast two editorials that both describe President Barack Obama's State of the Union address. Students will use close reading, questioning, cooperative learning, note-taking, graphic organizers and discussion in order to get ready for the summative assessment: a debate as a culminating performance task to address the issue of working together to achieve unity.

Type: Lesson Plan

Close Reading Exemplar: "The Great Fire":

The goal of this three day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to explore the historic Great Fire of Chicago. By reading and rereading the passage closely combined with classroom discussion about it, students will explore the historical truths related to poverty, city construction, and city services that led to the disaster. In this reading, students learn about historical disasters, but they may not fully comprehend causes or how human actions, nature, or even luck contributed to them, rendering history a flat subject to be memorized rather than explored. When combined with writing about the passage and teacher feedback, students will better understand the dangers inherent in cities and the government role in mitigating that danger.

Type: Lesson Plan

Original Student Tutorial

Turn the Key: Unlocking Authors' Intentions:

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this interactive tutorial, you'll engage with a variety of short informational texts to determine an author's point of view and an author's purpose in writing.

Type: Original Student Tutorial

Unit/Lesson Sequences

Unit Plan for Tru Confessions: Two Wishes to Accomplish:

Tru Confessions is the story of Tru, a teenager whose brother Eddie has special needs. Tru writes in her journal about her wish to find a cure for Eddie and to have her own television show. In this unit, students will examine factors that influence how families, classmates, and people in the community perceive and interact with children with developmental disabilities as they work to summarize key details and events from the text, analyze ways in which the author unfolds the plot, and explain how the author develops the point of view of the narrator and discuss how the text’s characters change.

Type: Unit/Lesson Sequence

Using "The Bully" by Paul Langan to Teach Tolerance:

This unit plan uses the book "The Bully" by Paul Langan, which is from the Bluford series, to teach tolerance. There are a plethora of resources and activities including graphic organizers, reflective journals, and reader's theater. Students work together to gain an understanding of the effects of bullying and an awareness of this important issue.

Type: Unit/Lesson Sequence

Examining an Autobiography: "The Lost Garden" by Laurence Yep:

This is a sixth grade unit on Laurence Yep's autobiography, The Lost Garden. Students analyze author's purpose and the key characteristics of an autobiography. This unit contains a student packet, pacing guide, and an assessment with answer key and sample student responses. In addition, this unit includes instructional techniques such as a PIES chart, a T chart, and more!

Type: Unit/Lesson Sequence

Analyzing an Autobiography through "Rosa Parks: My Story":

This sixth grade unit on Rosa Parks is a thorough examination of an autobiographical novel and includes the study of author's purpose, main idea, and fact and opinion. It includes a student packet, graphic organizers, a pacing guide, and a unit assessment with sample responses.

Type: Unit/Lesson Sequence

Original Student Tutorials for Language Arts - Grades 6-12

Turn the Key: Unlocking Authors' Intentions:

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this interactive tutorial, you'll engage with a variety of short informational texts to determine an author's point of view and an author's purpose in writing.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorial

Turn the Key: Unlocking Authors' Intentions:

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this interactive tutorial, you'll engage with a variety of short informational texts to determine an author's point of view and an author's purpose in writing.

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.