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

Reading foundations at this grade cover the core skills students need to read accurately and fluently. Students practice recognizing words quickly, decoding unfamiliar words, and reading sentences smoothly enough to focus on meaning.

Students practice reading longer, harder texts without losing focus. The goal is building the habit of staying with a challenging book or article long enough to actually understand it.

Reading closely and building word knowledge. Students read a range of texts and work out the meaning of unfamiliar words using context, word parts, and reference tools.

Reading literary text means students read and analyze stories, poems, and plays to understand how they're written and what they mean.

Reading informational text means students read real-world writing like news articles, speeches, and textbooks, then show they understand what the author is saying, how it's organized, and why certain words or details were chosen.

Students practice the core habits that make writing clearer: planning what to say, drafting sentences and paragraphs, and revising until the writing does what it's supposed to do.

Students write for different purposes: to argue a point, to explain what they know, and to tell a story. By the end of sixth grade, they write clearly enough to share their work with real readers.

Students practice grammar, punctuation, and word choice in their own writing. The goal is sentences that are clear and easy to follow.

Reading, writing, speaking, and listening all count as communication. Students learn to share ideas clearly across different formats, from written paragraphs to spoken presentations.

Students find reliable sources, take notes, and pull the key information together to answer a question or support an idea in writing.

Foundations for Reading skills are taught in earlier grades. By Grade 6, students are expected to read fluently and apply those skills across all their subjects.

Students read challenging texts closely, pull out evidence that supports their thinking, and build up real knowledge on a topic. When a passage gets confusing, they use specific strategies to work through it instead of giving up.

Students practice reading grade-level passages aloud until the words come naturally, adjusting speed and expression to match the meaning. When something sounds off or stops making sense, they pause and fix it.

Students read stories, articles, and other challenging texts at the level expected for sixth grade. The goal is to understand what they read, not just get through the words.

Students find several quotes or paraphrased details from a text to back up a point they're making, noting exactly where in the text each piece of evidence came from.

Students read several texts on the same topic, building background knowledge and vocabulary they can use when tackling harder reading. The texts vary in difficulty so students can sometimes read alone and sometimes with a little help.

When a paragraph or passage stops making sense, students pause and use a fix-up strategy: checking how the text is organized, summarizing what they just read, or asking themselves a question about it.

Students learn new words from the texts and subjects they study in sixth grade. Reading, context clues, and word parts all help students figure out what unfamiliar words mean and add them to their working vocabulary.

Reading carefully to figure out what unfamiliar words mean, using context clues and word parts like prefixes and roots to work out definitions on the spot.

Reading and class discussion are how students pick up the precise words they need to write and talk about what they study. At this grade, that means building both general school vocabulary and the specific terms that show up in science, history, and other subjects.

Students read the words and sentences around an unfamiliar word to figure out what it means, including cases where the same word means something different depending on how it's used.

Students use Greek and Latin word parts, like "photo" or "rupt," to figure out what an unfamiliar word means before looking it up.

Students study pairs of words with opposite or similar meanings to sharpen what each word actually means. Knowing that "timid" is the opposite of "bold" helps pin down both words more precisely than a dictionary definition alone.

Students identify when a writer compares two things, exaggerates for effect, or gives a human quality to an object. They explain what the phrase means and why the writer used it.

Students use a dictionary or glossary to look up an unfamiliar word from something they're reading and pick the meaning that fits the sentence.

Students look up unfamiliar words in dictionaries and other reference tools, print or digital, to find where a word came from, how it developed over time, and how to say it correctly.

Students practice new vocabulary by using unfamiliar words in conversation, writing, and class discussion, not just recognizing them on a page. The goal is to make new words stick by putting them to work.

Reading literary text means students read stories, poems, novels, and plays, then point to specific lines or passages to back up what they think the text means or what it shows about a character, event, or idea.

Students read a story or poem and point to the exact lines that back up their answer. The evidence has to come from the text itself, not from what students already think or feel.

Students read a story, play, or poem and sum up its central theme in their own words. They point to specific details in the text that show how that theme develops.

Students trace how a story moves from its opening setup through the main conflict, the build-up of tension, the turning point, and the ending. They can name what each stage does and how one leads to the next.

Students identify two kinds of conflict in a story: struggles inside a character's own mind and struggles against another person, nature, or society. They explain how each conflict shapes who the character becomes and what happens in the plot.

Students identify which characters stay the same and which ones change across a story, then explain how those characters push the plot forward or hold it back.

Students identify the main character driving the story forward and the character working against them, then explain how that conflict shapes what happens in the plot.

Reading closely for how an author's word choices, sentence structure, and point of view shape the meaning and tone of a story or poem.

Students find rhyme, rhythm, repeated words, and sound devices like alliteration in poems and prose, then explain what effect those choices have on a reader.

Authors pick specific words and images on purpose to set a mood. Students identify those choices, like a comparison or a vivid detail, and explain how they shape the feeling of the text.

Students identify who is narrating a story and explain how that choice shapes what readers know, see, and feel. A first-person narrator keeps readers inside one mind; a third-person narrator can pull back or move between characters.

Students trace how a character, setting, or plot event shapes the story's meaning. They explain the connections between those elements using details from the text.

Students explain how the people, places, and events in a story push and pull on each other. A character's choice shapes what happens next; a setting can change what a character decides to do.

Students read a fiction story and a nonfiction piece on the same topic, then compare how each one is built. They look at how chapters, scenes, or stanzas shape the whole text and what each version includes or leaves out.

Reading nonfiction gets harder in sixth grade. Students read complex articles, essays, and documents, then pull specific lines from the text to back up what they understood or argued.

Students read a nonfiction passage and point to specific lines or sentences that back up their answers. The evidence has to come from the text itself, not from memory or opinion.

Students read a nonfiction passage and write a short summary that names the main idea and the key details that back it up. The focus is on what the text actually says, not personal opinion.

Historical and scientific texts don't just name a topic and move on. Students look at how a person, event, or idea gets introduced and built up across paragraphs, using examples or a short story to make it stick.

Students read a nonfiction passage and sort out which claims the author actually backs up with facts or reasons, and which ones the author just states without proof.

Students read a nonfiction passage and explain how the author's word choices and structure shape the meaning and tone of the text.

Students figure out why an author uses tools like bold words, headings, photos, or colored text. Each choice helps readers find information, understand what matters, or see how ideas connect.

Students look at how a writer's word choices and the order of ideas shape the message behind the piece. The goal is to explain why the author made those choices, not just what the article says.

Students figure out where an author stands on a topic and explain how word choices, details, and structure reveal that point of view. The goal is to read past the facts and see the decisions the author made.

Students trace how a person, event, or idea connects to and shapes others in a nonfiction text. They follow those relationships across the whole piece, not just in one paragraph.

Students trace how a paragraph or section builds on the ideas before it, explaining how each part shapes the meaning of the whole piece.

Students read two nonfiction sources on the same topic and find where the authors agree, where they differ, and why those differences matter.

Students write for real reasons and real audiences, not just to finish an assignment. Their writing connects to what they're reading and learning in sixth grade.

Students write to argue a point, to explain, or to tell a story. Each mode has its own shape and purpose, and sixth graders practice matching the right one to the task.

Students write a story or personal narrative that uses character details, dialogue, and scene-building to bring events to life.

Students pick a topic and explain it clearly in writing, using structure like comparison or cause-and-effect to help the reader follow their thinking from one idea to the next.

Students write a persuasive piece taking a clear position, then back it up with reasons and evidence grouped in a logical order. Topics can include articles, videos, or other media.

Students write about something they read, using details and examples from the text to show their thinking. The goal is honest reflection, not just summary.

Students organize a piece of writing with a clear opening, developed middle, and a closing that wraps up the main idea. Each section stays on topic and builds toward a complete, readable whole.

Students plan, draft, and revise a piece of writing across multiple paragraphs. They move through each step of the writing process, from first idea to edited final draft.

Students write a single sentence that states the main argument or point of their essay before the body paragraphs begin. That sentence tells readers exactly what the paper will be about.

Students write a focused piece where one main idea drives every paragraph. They back it up with evidence and organize the whole thing in a shape that fits what they're writing.

Students back up their main points with facts, details, or direct quotes from sources. The goal is to give readers real evidence, not just opinions.

Students practice weaving transition words and phrases into their writing to connect ideas, signal a shift in direction, and keep sentences easy to follow.

Students choose specific words and details that match the mood and point of view of their writing, making the central idea sharper and more consistent throughout the piece.

Students practice writing sentences that vary in length and structure, combining short punchy sentences with longer ones that fold in extra details, so the writing sounds less like a list and more like a real piece of prose.

Students end an essay or argument with a closing paragraph that wraps up the main idea. It signals the writing is finished, not just stopped.

Students practice the grammar and punctuation rules that make writing clear: things like comma placement, verb tense, and sentence structure. Getting these details right helps readers follow the writing without stumbling.

Students revisit a draft and improve it by swapping out weak words, varying sentence lengths, and adding transitions that help one paragraph flow into the next.

Students read their own and a classmate's writing to fix capitals, spelling, punctuation, and sentence structure before turning in a final draft.

Students learn when to write formally (like in an essay) and when casual language is fine (like in a text to a friend). They practice the grammar and word choices that match each situation.

Students identify and fix grammar mistakes in their own writing, from verb tense to pronoun use. The focus is on making sentences clear and correct, not just memorizing rules.

Students practice building three types of sentences: a basic statement, two ideas joined by a connecting word, and a main idea paired with a dependent clause. Using all three keeps writing from sounding flat.

Pronouns need to match the nouns they replace. Students practice pairing words like "everyone" and "themselves" correctly in sentences, so the meaning stays clear.

Adverbs let students fine-tune a sentence by describing how, where, when, or how often something happens. Students practice choosing the right adverb so a reader knows exactly what is meant, not just roughly.

Students practice building sentences with phrases and clauses, making sure the subject and verb in each one match. A sentence like "The dogs run fast" follows the same rule as "The dog runs fast," just with a different subject.

Students practice verbs that trip up most adults, like knowing when to use "lie down" versus "lay the book down." They learn to choose the right form so sentences say exactly what they mean.

Students learn the rules that keep writing clear: capitalization, punctuation, and spelling. Getting these right helps readers follow the meaning without stumbling.

Students write complete sentences without smashing two thoughts together using only a comma, or letting sentences run together without proper punctuation. Each sentence has a clear stop or connection.

Students put a character's or real person's exact words inside quotation marks and use commas and end punctuation in the right spots. This keeps dialogue and quoted speech clear on the page.

Students practice spelling the words that show up most often in reading and writing. Getting these right keeps the focus on ideas, not on fixing mistakes.

Students look up words in a dictionary or spell-checker to fix spelling mistakes in their writing, then correct any errors they find.

Students practice speaking clearly, listening carefully, and working with classmates to talk through ideas and make sense of what they're learning. The focus is on building real conversation skills, not just reciting answers.

Students listen carefully during discussions, share their own ideas clearly, and work with others to build on what they hear. This is the foundation of how students talk and think together in class.

Students lead and take part in group discussions about grade-level topics and texts, listening to different perspectives and keeping the conversation on track.

Students listen closely during class discussions and follow the group's agreed-upon rules, like taking turns and making eye contact, to show they're engaged and ready to respond.

Students listen to what classmates say and respond by adding to their ideas, not just waiting for a turn to talk.

Students listen to what a classmate or speaker says, then ask a focused question to better understand the person's point of view. The goal is clarity, not debate.

Students practice pushing back on a classmate's idea respectfully, choosing words that keep the conversation productive rather than shutting it down.

In group discussions, students restate what others said in their own words and back up their own views with specific examples or details from the conversation.

Students look back at how a group discussion went and judge whether the conversation moved the work forward, including how well their own contributions helped.

Students practice explaining ideas out loud, whether answering a question, sharing a viewpoint, or presenting to the class. The focus is on speaking clearly so an audience can follow along.

Students give a short speech on a topic or share their opinion in front of others. The talk should be organized, use relevant details, and be clear enough for the audience to follow without losing the thread.

Students practice saying information out loud in a clear, organized way. That might mean giving a short presentation, summarizing a reading, or explaining an idea without rambling.

Students practice backing up their main point with specific details, facts, or examples from a source. The evidence should make the argument stronger, not just repeat the claim.

Students choose words and tone to fit who they are speaking to and why. A presentation to classmates sounds different from an argument made to a school board.

Students practice speaking clearly, adjusting how loud or expressive their voice is so the message lands with the audience. Volume, tone, and clear pronunciation are tools, not afterthoughts.

When speaking in front of others, students use body language, like eye contact, posture, and hand gestures, to make their message clearer and more convincing.

Students plan ways to get the audience involved during a presentation, such as asking a question mid-speech or pausing to gather responses from the room.

Students back up what they say in a presentation by pointing to where the information came from, such as a book, article, or website. The sources show the audience that the ideas are grounded in real research.

Reading, writing, and speaking are only part of how we communicate. Students learn to understand and create messages that combine words, images, sound, or design to express ideas clearly.

Students pick two or more formats, such as images and spoken words, to build a presentation that gets a clear point across. The combination of formats should work together, not just sit side by side.

Students choose a format (video, slideshow, poster) and arrange their argument or findings in a clear order that fits the audience they have in mind.

Students look closely at photos, videos, ads, and news stories to figure out who made them, why, and what they leave out.

Students look at how a chart, photo, video, or audio clip adds meaning to a topic that words alone might not cover. They explain what the media shows and why it matters to the bigger idea.

Media messages are built on purpose to reach a specific group of people. Students explain the choices behind a message, like what images, words, or tone a creator used to shape how a particular audience thinks or feels.

Students look at ads, news clips, videos, or social media posts and explain what makes each one work (or not). They think about what reaction the creator wanted from the audience and whether the message actually produced it.

Students read several sources on the same topic to build real knowledge, answer a question, or solve a problem. The research connects to what they are studying in other subjects too.

Students find sources on a topic, check whether each one is trustworthy, and pull the key ideas together into a single, clear picture of what they know.

Students practice turning a broad topic into a focused research question, then adjust that question if early sources point in a better direction.

Students practice finding useful information by searching online or in print sources with well-chosen keywords. They pull details from more than one source and keep track of what they find.

Students gather information from several sources, books, websites, interviews, and more, then decide which sources are trustworthy and actually useful before weaving the best evidence into a focused, organized response.

Students take notes from sources by writing key ideas in their own words, using direct quotes sparingly, and summarizing what they found. This builds the habit of honest research before writing begins.

Students take their research notes and present what they found, either in writing or out loud, choosing a format that fits the situation (a formal report, a quick summary, a presentation, or a conversation).

Students learn to cite their sources when they quote or paraphrase someone else's work, noting the author, title, and publication date. It keeps borrowed ideas honest and shows readers where the information came from.

Students learn to use sources honestly: crediting authors, avoiding copy-paste shortcuts, and treating AI-generated content as a starting point to verify, not a finished answer.