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

Reading aloud at a steady pace, with correct pronunciation and natural phrasing, so the meaning of the text comes through clearly.

Reading with purpose means knowing why you picked up a text and what you're looking for. Students read grade-level passages closely enough to understand what the author is saying and why it matters.

Students read a passage out loud, keeping pace with the meaning, hitting the right words clearly, and letting the punctuation shape how they sound.

When students hit an unfamiliar word, they use the surrounding sentences to figure it out, then reread to make sure it makes sense.

When students hit a word they don't know, they use spelling patterns, roots, and word parts to figure out what it says and what it means.

Students break unfamiliar words into parts by looking at prefixes, suffixes, and roots, then use what they know about sounds and syllables to read those words correctly, whether the word shows up in a sentence or on its own.

Cursive writing stays sharp in sixth grade. Students practice writing sentences by hand in a connected, readable style so their handwriting keeps up with their thinking.

Students point to specific lines or passages from a story or poem to back up what they think the text means, both for ideas stated directly and for meaning they had to read between the lines.

Students find the big idea a story keeps coming back to, then explain how specific details carry that idea forward. They can also summarize what happens without mixing in their own opinions.

Students trace how a story's plot builds from one event to the next and explain how characters shift or grow along the way. The focus is on how all of it moves toward an ending that settles the conflict.

Students point to specific lines or passages in a nonfiction text to back up what they say about it. That includes both facts the text states directly and conclusions students reason out on their own.

Students read a nonfiction passage and identify its main point, then trace how specific details support that point. They also write a summary that sticks to what the text says, leaving out their own opinions.

Students read a nonfiction article or essay and trace how one person, event, or idea is first introduced, then built up with details and examples across the text.

Students figure out what words mean in a story, including when language is figurative or carries emotional weight. They also explain how a writer's specific word choices shape the feeling and meaning of a passage.

Students pick a specific passage and explain how it shapes the story around it. They look at how one scene or stanza moves the plot forward, builds the setting, or deepens the theme.

Students look at word choice, details, and what a narrator notices or hides to figure out how the author shapes that narrator's perspective. The goal is to explain why the story feels the way it does from inside that narrator's head.

Students figure out what words mean in context, including slang-like expressions, emotional undertones, and specialized terms. Reading a science article or news piece, they look at surrounding sentences to unlock what an unfamiliar word actually means in that passage.

Students pick a sentence or section from a nonfiction article or book and explain what job it does: setting up an idea, backing it up, or showing how it connects to the whole piece.

Students read a nonfiction article or essay and figure out what the author believes or wants readers to think. Then they point to specific sentences or details that show how the author got that message across.

Students read a story and then watch or listen to a version of it, then explain what changes. A scene that plays out in your imagination on the page may feel completely different when you see actors or hear voices bring it to life.

Students read two pieces of writing in different forms, such as a poem and a short story, and explain how each one handles the same theme or topic differently.

Students pull together information from sources like articles, videos, and charts to build one clear picture of a topic. They look for what each source adds, then connect the pieces.

Students read a nonfiction passage and decide which points the author backs up with facts or reasons, and which ones the author just states without proof.

Students read two nonfiction pieces on the same topic and compare how each author presents the facts, what each one leaves out, and where the two accounts agree or differ.

Students read full-length stories, novels, and poems at a sixth-through-eighth-grade level. Harder texts get some support along the way.

By the end of sixth grade, students can read nonfiction books and articles written at a middle-school level and understand what they say. Harder texts in that range are fine with some support from a teacher.

Students write a position paper that opens with a clear claim, backs it up with evidence from trustworthy sources, and closes with a conclusion that follows from the argument. The writing stays formal and uses connecting words to show how each reason supports the claim.

Students write an explanatory piece on a real topic, opening with a clear introduction, supporting it with facts and details, and closing with a conclusion. They organize ideas logically, use precise words, and connect paragraphs with transitions that show how ideas relate.

Students write a story, real or imagined, with a clear beginning, middle, and end. They build characters and scenes using dialogue, specific details, and sensory language, then wrap up with a conclusion that fits how the story unfolded.

Students write pieces where the structure and tone match the goal. A report sounds like a report; a story sounds like a story. The writing fits whoever will read it.

Students plan, revise, and edit their own writing with feedback from classmates and teachers. The goal is writing that is clear, correct, and stronger than the first draft.

Students use computers and the internet to write, publish, and share their work with others. That includes collaborating on documents and getting feedback from classmates or teachers online.

Students pick a question, gather information from more than one source, and write up what they find. If the research leads somewhere unexpected, they adjust the question and keep going.

Students find facts from books and websites, check whether each source can be trusted, and then use the information in their own words or as a direct quote with credit given to the original author.

Students pull quotes and details from stories or nonfiction texts to back up their analysis or research. The writing has to meet the same reading standards they use in class.

Students practice writing regularly, both in quick daily tasks and longer projects that take days or weeks. The goal is to get comfortable writing for different subjects, reasons, and readers.

Students listen to what classmates say, then build on those ideas with their own. They practice this in pairs, small groups, and full-class conversations about the texts and topics they're studying.

Students read or study the material before a group discussion, then use specific details from that reading to back up what they say and push the conversation deeper.

Group discussions have rules. Students learn to set a goal for the conversation, agree on a deadline, and take on a specific role so the group can finish the work.

Students ask focused questions and give answers that go beyond yes or no, adding detail that moves the conversation forward. The goal is to keep the discussion on topic and push the thinking deeper.

After a group discussion, students restate what others said in their own words and show they understood more than one point of view.

Students read charts, videos, photos, and other sources alongside written text, then explain in their own words how each one adds to what the class is studying.

Students listen to a speaker's argument and sort out which points are backed by real reasons or facts and which ones are just stated without support.

Students stand up and speak to a group, walking through their main point in a clear order and backing it up with facts and details. Good eye contact, a steady voice, and clear pronunciation make the message land.

Students add charts, images, or short video clips to a presentation to make a point easier to follow. The visuals do real work: they show what words alone would take longer to explain.

Students adjust how they speak depending on the situation. In a class discussion or presentation, they shift to formal English when the moment calls for it.

Students apply grammar rules when they write sentences and speak in class. This includes knowing how parts of speech work, forming correct sentences, and fixing errors that make writing harder to follow.

Students learn when to write "I" versus "me," "he" versus "him," and "they" versus "them." Choosing the right pronoun form keeps a sentence grammatically correct.

Intensive pronouns add emphasis to a nearby noun. Students write sentences where words like "myself," "herself," or "themselves" stress who did the action ("She built it herself"), rather than acting as a replacement for the noun.

Students learn to spot sentences where the pronoun suddenly changes from singular to plural, or from "I" to "you," and fix the shift so the whole sentence stays consistent.

Students learn to spot pronouns like "it" or "they" that leave readers guessing, then revise the sentence so the noun is clear.

Students apply the rules of capitalization, punctuation, and spelling in their writing. That means knowing where sentences start and stop, when to capitalize a word, and how to spell the words they use.

Students learn when to set off extra information in a sentence using commas, parentheses, or dashes. If a phrase could be removed without changing the main point, punctuation marks it as optional detail.

Students spell words correctly in their writing and know when to check a dictionary or other reference if they're unsure. The focus is on building the habit of looking it up rather than guessing.

Students vary their sentence structures to keep writing interesting and match the right tone, then hold that tone steady throughout a piece. Short sentences punch. Longer ones build rhythm. Both choices should feel intentional.

When students hit an unfamiliar word, they figure out what it means by using context clues, word parts, or a dictionary. This standard covers words that have more than one meaning, too.

When students hit an unfamiliar word, they use the surrounding sentences to figure out what it means, rather than stopping to look it up.

Students use familiar Greek and Latin word parts, like "bio" or "rupt," to figure out the meaning of an unfamiliar word before reaching for a dictionary.

Students look up unfamiliar words in a dictionary or reliable website to confirm how a word is pronounced, what it means, and whether it is a noun, verb, or another part of speech.

Students look up a word they guessed the meaning of and check whether they were right. They use a dictionary or other source to confirm or correct their first interpretation.

Students learn to spot figurative language like metaphors and idioms, understand how words relate to each other, and pick up on subtle shades of meaning in the texts they read in sixth grade.

Students read a sentence and figure out what a figure of speech actually means. For example, they explain why "it's raining cats and dogs" means heavy rain, not falling animals.

Students study pairs of words that are connected by meaning, like synonyms, antonyms, or cause and effect, and use those connections to figure out what each word means.

Words can share a basic meaning but carry very different feelings. Students learn to spot the difference between words like "thin" and "scrawny" so they can choose language that matches what they actually mean.

Students learn and correctly use words that show up across subjects, like *analyze*, *contrast*, or *evidence*, and words tied to specific fields like science or history. When an unfamiliar word matters for understanding a text, students look it up and add it to what they know.

Students learn the vocabulary that librarians and catalog systems actually use: terms like call number, periodical, citation, and database. Knowing this language helps students find and use library resources on their own.

Students search the school library's online catalog on their own to find and choose books, using the library's alphabetical and numerical system to locate what they need quickly.

Students learn how to find a book or other material in the library, check it out, and return it on time. It covers the full borrowing process from start to finish.

Students learn to search databases and library catalogs more precisely, using filters, keywords, and Boolean operators to track down sources for a class project or personal interest.

Students find a real problem in their school or community, then use the library and its resources to research possible solutions. The focus is on turning information into a practical plan, not just gathering facts.

Students pick books, articles, videos, or other sources on their own and explain why each one fits their purpose. They practice choosing the right format for what they need to learn or research.

Students learn to pick the right reading strategy for the job, whether skimming a textbook chapter or reading a novel closely. The goal is to handle different kinds of reading without needing to be told how.

Students pick a career they're curious about, come up with their own questions about it, and then find answers using books, videos, websites, and other sources on their own.

Students find information from more than one source to answer a question, then check whether each source is trustworthy and up to date before organizing their notes.

Students take feedback from teachers and peers seriously, then ask follow-up questions to understand what to fix and actually make the changes.

Students give specific, useful feedback on a classmate's work, pointing out what needs improvement and asking questions that help the other person figure out how to revise or adjust their approach.

Students use library resources to research cultures different from their own, then bring what they find into a small-group or class discussion. The focus is on asking good questions, not just finding answers.

Students explain why using technology safely and legally matters, then show they can act on those rules. They also identify what can go wrong when someone misuses technology online.

Students cite sources for any text, image, or idea they borrow, using a standard format like MLA or APA. That means listing the author, title, and publication details so readers can find the original work.

Students learn when they can legally use someone else's writing, image, or music and when they need permission. They also learn the rules schools set for using devices and online tools responsibly.

Students learn that people everywhere have the right to share their views and read what they choose. In a school library, that means treating others' perspectives with respect and supporting open access to books and information.