English Language Arts: Grade 6

PA Core Standards

The 2020–21 school year presents a unique set of opportunities and challenges due to the disruption to instruction in spring 2020 as well as the uncertainty as the school year unfolds. Educators know that every school year there are students who require support in addressing unfinished learning from prior grades, a challenge that will be felt more prominently in the 2020–21 school year. It is vitally important that educators are supported to make deliberate instructional choices that allow all students to effectively engage with grade-level work.

The most effective and equitable way to support students in their learning is to ensure that the vast majority of time is spent engaging with grade-level content, remediating with precision and accelerating as needed. It is entirely possible to hold high expectations for all students while addressing unfinished learning in the context of grade-level work. Since time is a scarce commodity in classrooms — made more limited by anticipated closures and remote or hybrid learning models in the fall of 2020 — strategic instructional choices about which content to prioritize must be made.¹

Assessing students at the start of the year will identify learning gaps and provide data to inform grade level instruction — as well as incorporating both remediation and acceleration along the way. Diagnostic Assessments determine student strengths, weaknesses, knowledge, and skills. Administering diagnostic assessments permits the instructor to intervene at the point where students begin to struggle or when they are performing below grade level expectations (running record, informal reading assessments, surveys, initial writing prompts, Classroom Diagnostic Tests [CDT]). Diagnostic assessments allow teachers to adjust the curriculum to meet the unique needs of all students. While some concepts have greater emphasis in a particular year, all standards deserve a defined level of instruction. Neglecting concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade.

This guidance document is designed to identify and define areas of high-level focus in English Language Arts instruction supported by key PA Academic Standards. Note that while all standards deserve a defined level of instruction, neglecting key concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade.

The focus areas detailed in each grade level, as stated in the Pennsylvania State Literacy Plan (PaSLP), offer guidance as to where instruction should occur to meet 2020-2021 critical grade level expectations of the standards:

Reading at the secondary level is characterized by increasing text complexity and focusing on informational text.
Strategic writers create writing appropriate to task, i.e., on-demand, drafting or redrafting over time.
Students must become effective speakers and listeners.
Key concepts for the knowledge of language include understanding how language functions, making effective choices for meaning, and comprehending more completely when reading or listening.

¹Adapted from 2020–21 Priority Instructional Content in English Language Arts/literacy and Mathematics, Student Achievement Partners/Achieve the Core. May 2020

Roadmap for Education Leaders: Focus on Instruction (2020-2021)

This guidance document is designed to identify and define areas of high-level focus in English Language Arts instruction supported by key PA Academic Standards. While all standards deserve a defined level of instruction, neglecting key concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. Note: Refer to complete standard where ellipses appear.

Focus Areas of Instruction	PA Academic Standards
Reading Interacting with text through close reading, analysis, and interpretation. Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Employing detail in writing, sustaining a focus, and producing well-organized writing. Gathering information, evaluating sources, citing evidence, and responding analytically. Building knowledge on a subject through research projects and responding analytically to literary and informational sources. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Assuming responsibility for small-group discussions. Talking about texts in order to develop knowledge of academic language and conceptual understanding. Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions. Language Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively. Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words. Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.	CC.1.2.6.A / CC 1.3.6.A Determine the central idea…and how it is conveyed through particular details; provide a summary… / Determine a theme or central idea…and how it is conveyed through particular details; provide a summary... CC.1.2.6.B / CC.1.3.6.BCite textual evidence to support analysis of what the text says explicitly, as well as inferences, and/or generalizations drawn from the text. CC.1.2.6.C / CC.1.3.6.C Analyze…how a key individual, event, or idea is introduced, illustrated, and elaborated… / Describe how a… plot unfolds…how the characters respond or change… CC.1.2.6.D / CC.1.3.6.D Determine an author's point of view or purpose…explain how it is conveyed in a text / Determine an author's purpose in a text and explain how it is conveyed in a text. CC.1.2.6.E / CC.1.3.6.E Analyze the author's structure through the use of paragraphs, chapters, or sections / Analyze how the structure of a text contributes to the development of theme, setting, and plot. CC.1.2.6.F / CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context. CC.1.2.6.G / CC.1.3.6.G Integrate information presented to develop a coherent understanding of a topic or issue / Compare and contrast…reading a story…to listening to or viewing an audio, video, or live version… CC.1.2.6.H / CC.1.3.6.HEvaluate an author's argument by examining claims… / Compare and contrast texts…in terms of the approaches to similar themes and topics…use of additional literary elements. CC.1.2.6.J / CC.1.3.6.JAcquire and use accurately…general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase… CC.1.2.6.K / CC.1.3.6.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.6.L / CC.1.3.6.KRead and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.6.S-analytical writing- encompasses all writing domains). CC.1.4.6.T With guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach. CC.1.4.6.V Conduct short research projects to answer a question, drawing on several sources… CC.1.4.6.W Gather relevant information…assess the credibility…and quote or paraphrase…while avoiding plagiarism and providing basic bibliographic information for sources. CC.1.4.6.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.6.A Engage effectively in a range of collaborative discussions… CC.1.5.6.C Interpret information…and explain how it contributes to a topic, text, or issue… CC.1.5.6.D Present claims…use appropriate eye contact, adequate volume, and clear pronunciation. CC.1.5.6.E Adapt speech to a variety of contexts and tasks. CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction

PA Academic Standards

Reading

Interacting with text through close reading, analysis, and interpretation.
Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Employing detail in writing, sustaining a focus, and producing well-organized writing.
Gathering information, evaluating sources, citing evidence, and responding analytically.
Building knowledge on a subject through research projects and responding analytically to literary and informational sources.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Assuming responsibility for small-group discussions.
Talking about texts in order to develop knowledge of academic language and conceptual understanding.
Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions.

Language

Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively.
Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words.
Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.

CC.1.2.6.A / CC 1.3.6.A Determine the central idea…and how it is conveyed through particular details; provide a summary… / Determine a theme or central idea…and how it is conveyed through particular details; provide a summary...

CC.1.2.6.B / CC.1.3.6.BCite textual evidence to support analysis of what the text says explicitly, as well as inferences, and/or generalizations drawn from the text.

CC.1.2.6.C / CC.1.3.6.C Analyze…how a key individual, event, or idea is introduced, illustrated, and elaborated… / Describe how a… plot unfolds…how the characters respond or change…

CC.1.2.6.D / CC.1.3.6.D Determine an author's point of view or purpose…explain how it is conveyed in a text / Determine an author's purpose in a text and explain how it is conveyed in a text.

CC.1.2.6.E / CC.1.3.6.E Analyze the author's structure through the use of paragraphs, chapters, or sections / Analyze how the structure of a text contributes to the development of theme, setting, and plot.

CC.1.2.6.F / CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.

CC.1.2.6.G / CC.1.3.6.G Integrate information presented to develop a coherent understanding of a topic or issue / Compare and contrast…reading a story…to listening to or viewing an audio, video, or live version…

CC.1.2.6.H / CC.1.3.6.HEvaluate an author's argument by examining claims… / Compare and contrast texts…in terms of the approaches to similar themes and topics…use of additional literary elements.

CC.1.2.6.J / CC.1.3.6.JAcquire and use accurately…general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase…

CC.1.2.6.K / CC.1.3.6.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.6.L / CC.1.3.6.KRead and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.6.S-analytical writing- encompasses all writing domains).

CC.1.4.6.T With guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach.

CC.1.4.6.V Conduct short research projects to answer a question, drawing on several sources…

CC.1.4.6.W Gather relevant information…assess the credibility…and quote or paraphrase…while avoiding plagiarism and providing basic bibliographic information for sources.

CC.1.4.6.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.6.A Engage effectively in a range of collaborative discussions…

CC.1.5.6.C Interpret information…and explain how it contributes to a topic, text, or issue…

CC.1.5.6.D Present claims…use appropriate eye contact, adequate volume, and clear pronunciation.

CC.1.5.6.E Adapt speech to a variety of contexts and tasks.

CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking…