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

Reading is the foundation of this grade's work. Students read stories and nonfiction closely enough to understand what the text says and what it means beneath the surface.

Students read closely to find what the text says directly and to figure out what it implies. Then they back up both kinds of thinking with specific lines or passages from the text.

Students read a nonfiction passage and back up every conclusion with a direct quote or detail from the text, not just a feeling or a guess.

Students figure out what unfamiliar words mean by using clues in the surrounding sentences, word parts like prefixes and suffixes, or a dictionary. This includes words used in a figurative way, like "she had a heavy heart."

Students figure out what unfamiliar or figurative words mean by using clues in the surrounding sentences, word parts like prefixes and suffixes, or a dictionary.

Students read a story or article and figure out the main message or central idea, then point to specific lines or passages that show how that idea builds across the text.

Students figure out the main message or big idea of a passage, then point to specific lines or details that show how that idea builds from start to finish.

Reading closely to study how authors make choices, like word selection and how a piece is organized, so students can use those same moves in their own writing.

Students identify who is telling the story and trace how the author builds that narrator's perspective through word choices, details, and what the narrator notices or ignores.

Students read a nonfiction article or essay and explain how the author's choices, like word choice or what details get included, reveal what the author believes or wants the reader to think.

Students examine why an author chose specific words, repeated certain phrases, or used comparisons and images to shape how a passage feels and what it means.

Students look at specific words an author chose and ask why. They figure out how those words, repeated phrases, or sound patterns shape the feeling or meaning of a passage.

Students trace how a story's plot builds episode by episode and watch how characters shift or grow by the time the conflict is resolved.

Students find the main argument an author is making, then sort out which claims the author backs up with facts or reasons and which ones the author just states without proof.

Reading more than one source on the same topic, students pull ideas together across texts to find what each source adds, contradicts, or confirms.

Students read two accounts of the same event and spot where the authors agree, where they differ, and why those differences might matter.

Before writing an argument or essay, students gather information, read sources carefully, and use what they find to shape their thinking. The writing grows out of research, not just opinion.

Students pick a question, search several sources for answers, and weave the information together into their own writing. The goal is to pull from more than one place and make the ideas fit together clearly.

Students find facts and details from more than one source, mixing books, articles, and websites to build a fuller picture of their topic.

Students learn to judge whether a source is trustworthy before using it in writing. That means checking who wrote it, why, and whether the facts hold up against other reliable sources.

Students learn to use an author's exact words or restate ideas in their own words, with credit given to the source. They practice the basics of citing where information came from.

Students make real choices about how to open, organize, and end a piece, the way a working writer would, not just to satisfy an assignment.

Students write stories or poems about real or imagined events, building scenes with named characters and details that move the story forward in a clear order.

Students write to explain a topic clearly, using facts, examples, and real details that actually support the point. The goal is to inform a reader who knows nothing about the subject yet.

Students write a short argument, state a clear position, and back it up with reasons and evidence drawn from what they have read or researched.

When writing a story or argument, students think about what a reader actually needs to follow along, filling in details and context that make sense to someone who wasn't there.

Students open with a clear topic, stay on it through the whole piece, and close with an ending that grows out of what they wrote. The writing holds together from the first sentence to the last.

Students pick words that say exactly what they mean and keep the same tone throughout a piece of writing. Every sentence is complete, so the writing sounds polished and consistent from start to finish.

Students write with correct spelling, punctuation, and grammar. Think complete sentences, commas in the right places, and words spelled the way a published book would have them.

Students practice using transition words and phrases to link ideas, show how one thought leads to the next, and signal when time has shifted in a piece of writing.

Students practice talking through ideas with a group, listening carefully, and building on what others say. The goal is real back-and-forth discussion, not just taking turns to speak.

Students listen to a speaker's argument, then ask or answer questions that go beyond yes or no. Their comments add something real to the conversation, not just agreement.

Students listen to a speaker or media presentation, then restate the key ideas in their own words to show they understood different viewpoints.