What does a student learn in StateMinnesota,GradeGrade 6,SubjectEnglish Language Arts?

Reading words accurately starts with knowing how sounds and word parts work. Students apply that knowledge to read sentences and longer passages smoothly, without stumbling over unfamiliar words.

Students use letter patterns, syllable breaks, and Greek word roots to sound out and understand long or unfamiliar words they encounter in reading.

Students read on their own and follow teacher assignments, choosing from stories, articles, and other sources that reflect different kinds of people and viewpoints, including voices that don't always get heard.

Students read grade-level texts on their own, marking up pages and taking notes as they go. When something stops making sense, they use context clues, connect to what they already know, or re-read to work through it.

Students choose and read texts on their own that match the level and type of work their class actually requires, not just books they find easy or enjoy.

Students find and read books and articles written by or about people with different backgrounds and life experiences, using tools like award lists or book reviews to guide their search.

Students read stories, histories, and other texts by and about Dakota and Anishinaabe people, chosen by themselves or their teacher. The reading is challenging enough to build real skill.

Students pick and read books or articles on their own, choosing texts that match a personal interest or a class assignment. Some of those texts come from Dakota and Anishinaabe writers and reflect those communities' experiences, past and present.

Reading critically means finding the main idea or message in a story or article, then thinking about why the author chose to express it that way. Students read closely enough to explain what a text means, not just what it says.

Students find specific lines or details in a text that back up their thinking, whether the answer is stated outright or requires reading between the lines. They also write a brief summary of what the text is about.

Students find the main message of a text, then explain whether the author stated it directly or whether readers have to figure it out from clues. They back up their thinking with details from the text itself.

Students look at how a story builds episode by episode and track how each character's choices and reactions push the plot forward.

Students read an informational text and trace how the author first brings up an important person, event, or idea, then builds on it with details, examples, or explanation across the text.

Students learn how authors organize a piece of writing, such as chapters in a story or problem-and-solution sections in an article, and use that structure to make sense of what they read.

Students pick a specific sentence, scene, or chapter and explain how it fits into the story's larger shape, showing what it adds to the plot, the setting, or the theme.

Students pick a paragraph or section from a nonfiction text and explain why it sits where it does. They show how it builds on what came before, whether the author is describing, comparing, or explaining cause and effect.

Students read charts, diagrams, and images alongside the written text, then explain how those visuals add to or change what the words say. They also compare visuals across different texts to spot similarities and differences.

Students read a story or article and ask why it was written this way. They look at whether it is fact or fiction, when it was written, and how the author's background, including Native perspectives like Dakota and Anishinaabe, shaped what the text says and how it sounds.

Students read two or more accounts of the same event written from different cultural perspectives and explain what each group noticed, valued, or left out.

Students read two similar texts written in different eras and explain how the time period shaped what each author wrote about and how they wrote it.

Students read a text, identify the central argument, and decide which claims the author backs up with facts and which ones they don't. It's the difference between an opinion and a supported point.

Students read a nonfiction passage and decide whether the author's argument holds up. They look at whether the reasons given actually support the claim or fall short.

Students learn to spot which facts and details actually support an author's point and which ones don't. That skill helps them judge whether an argument holds up or falls apart.

Students look at how specific word choices shape the tone, meaning, and style of a text. They ask why an author picked that word instead of a simpler one, and what changes if you swap it out.

Students pick apart specific word choices in a story, poem, or song to explain how those words shape the mood and meaning. They also look at sound patterns like rhyme and rhythm to understand why an author wrote a line the way they did.

Students look up unfamiliar words in informational texts by breaking them into roots, prefixes, and suffixes, then checking a dictionary or glossary to confirm the meaning.

Students find and evaluate information from multiple sources, checking whether each source is trustworthy and actually relevant to what they're researching. The focus is on seeking out different viewpoints, not just the first result they find.

Students find information from multiple sources and explain how the format of each one, a video, a webpage, a printed article, changes what they understand and what they choose to believe.

Students read multiple sources on a topic and decide which ones to trust, which ones fit the assignment, and whose point of view is behind the information.

Students apply what they know about spelling, grammar, and punctuation to write clear sentences and paragraphs. This standard covers the basic mechanics that hold written ideas together.

Students use punctuation marks like dashes and ellipses, correct spelling, and capitalization to make their writing clear and polished. These mechanics are practiced in real writing, not just on worksheets.

Students use Greek word parts (like "photo," "graph," and "phone") to spell unfamiliar words correctly. Knowing the origin helps them figure out the spelling without memorizing every word from scratch.

Students use the right word types, in the right tense, when writing sentences. That means matching verbs to their time frame (past, present, future) and choosing nouns, adjectives, adverbs, and pronouns that say exactly what they mean.

Students write regularly across subjects, bringing their own point of view into the work. The goal is to make writing a habit, not just an assignment.

Students write often, picking their own topics and formats based on who they're writing for and why. The goal is to make writing feel like a normal, flexible habit.

Students write about how their own thinking, opinions, or sense of self has changed over time. They might trace how an experience, a relationship, or a new idea shifted the way they see themselves or the world.

Students plan, draft, revise, and edit a piece of writing before sharing a finished version. Each step helps them say what they mean more clearly.

Students plan and draft several pieces of writing, then choose which ones to revise, polish, and publish. They decide what needs fixing and see a piece through from rough draft to finished work.

Students choose words carefully, considering not just what a word means but the feeling it carries. They also mix up sentence lengths and structures so writing sounds deliberate, not repetitive.

Students write a persuasive piece that takes a clear position on a topic or text, then back it up with reasons and evidence that fit the intended reader.

Students write a persuasive piece that states their own position and then honestly addresses the opposing side. This builds on argument writing from earlier grades.

Students write a persuasive piece that uses emotion to move the reader, such as inspiring action or making a cause feel personal, then explain why each strategy works.

Students write a clear, organized explanation of a complex topic, using facts and details pulled from real texts. They think about who will read it and choose words and structure that help that reader understand.

Students write explanatory pieces that bring in multiple viewpoints on a topic, including Indigenous perspectives, using accurate vocabulary and a clear structure. They choose an organizational pattern that fits the topic, such as cause and effect, comparison, or problem and solution.

Students write about a character from a story, explaining what makes that character complicated or hard to figure out. They back up their thinking with details from the text.

Students write stories and poems using specific details and word choices that bring their ideas to life. The focus is on craft: how a scene is built, how a character sounds, how a line of poetry lands.

Students write stories or poems where characters feel conflicted, want something badly, or change as the plot moves forward. The goal is to show inner life, not just events.

Sixth graders write stories or poems that include real-sounding conversation between characters and descriptions that appeal to the senses. The structure they choose, how a poem is laid out or how a story moves through time, fits the mood they want to create.

Students pick a real question, research it, and write or present what they find. The work is shaped for a specific audience and purpose, not just turned in to the teacher.

Students come up with their own questions to drive a research project, then adjust those questions if the search leads somewhere new.

Students find sources that don't all agree, decide which ones to trust, and write up what they learned. They cite their sources and don't copy text directly.

Students find quotes and details from outside sources to back up their writing, then cite where each one came from. They also learn the basic rules around using other people's work.

Students pull information from books, websites, and other sources to support their writing, putting ideas into their own words or quoting directly, and noting where each piece came from.

Students take part in group discussions by sharing their own ideas and stories while making room for perspectives from Dakota, Anishinaabe, and other cultures. Listening counts as much as speaking.

Students share their own ideas and listen to others in discussions and group work, making a point to include viewpoints from Dakota and Anishinaabe people alongside other voices different from their own.

Students use digital tools, like shared documents or video calls, to work with classmates in real time or on their own schedule.

Students work through disagreements in group discussions by listening to others, finding middle ground, and helping the group reach a decision together.

Students come to a discussion ready with questions written ahead of time, then keep listening closely enough to ask new ones based on what others say.

Students listen to feedback on their own speaking or writing, then make real changes based on what they hear. They also reflect on their own work to decide what to improve.

Students choose words and sentences carefully when speaking to a group, adjusting how formal or detailed they sound based on who is listening and why.

Students choose their words carefully when speaking or presenting, adjusting how formal or detailed they sound based on who is listening and whether they are in person or online.

Students read, listen to, and create content, then shape what they say or write to fit the topic, the purpose, and the audience they're addressing.

Students present an argument or main idea in front of others, arranging their points in a clear order and backing them up with relevant facts and details. They choose a format that fits the situation and communicate honestly and responsibly.

Students research a topic and put it into a digital presentation, video, or other media format to share with an audience. They choose the right tool for the job and think carefully about what they post online and how it represents them.