Minnesota 6th Grade ELA Standards in Reading

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R Reading

• R1 Foundations of Reading: Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.
  • 6.1.1.1 Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge of letter-sound correspondences, syllabication patterns, and word origin (Greek) to decode and comprehend unfamiliar multisyllabic words in and out of context.
• R2 Read and comprehend independently, A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives identities like and unlike their own from dominant, non-dominant, and marginalized social groups.
  • 6.1.2.1 Read independently and self-monitor understanding of grade-level text and annotate learning (i.e. underline, highlight, and take notes), with guidance and support, independently applying strategies when meaning breaks down, including, but not limited to connecting to prior knowledge, using context clues, reading ahead and looking back.
  • 6.1.2.2 Select, read, and comprehend texts that address academic tasks, proficiently at grade 6 text complexity.
  • 6.1.2.3 Locate, select, and read texts representing various perspectives and identities from dominant, non-dominant, and marginalized social groups, using various methods of searching for text. (e.g., literary award lists, curated book lists, book reviews).
• R3 Read independently, both self-selected and teacher-directed complex literary and informational texts, representing perspectives of historical and contemporary Dakota and Anishinaabe people.
  • 6.1.3.1 Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.
• R4 Read critically to comprehend, interpret, and analyze themes and central ideas in complex literary and informational texts.
  • 6.1.4.1 Cite textual evidence to support analysis of what a text says explicitly and inferences drawn from the text; summarize the text.
  • 6.1.4.2 Distinguish between stated and inferred central ideas; determine the themes and central ideas and support determination with evidence and inferences drawn from the text.
  • 6.1.4.3 Analyze how a particular text’s plot unfolds in episodes and how the characters respond in relation to the plot advancement in literary text.
  • 6.1.4.4 Analyze how a key individual, event, or concept is introduced, illustrated, and elaborated, in informational text.
• R5 Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.
  • 6.1.5.1 Analyze how a given sentence, chapter, scene, or stanza fits into the overall structure, including narrative point of view, of a literature text and contributes to the development of the theme, setting, or plot.
  • 6.1.5.2 Analyze how a given sentence, paragraph, or section fits into the overall structure of an informational text (including, but not limited to, description, classification, cause/effect and comparison/contrast) and contributes to the development of ideas.
  • 6.1.5.3 Interpret, apply, and evaluate the ideas/ information conveyed through illustrations, graphics, and other audiovisual elements to support understanding and compare and contrast illustrations, graphics, and other audiovisual elements in a wide variety of texts.
• R6 Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.
  • 6.1.6.1 Analyze multiple accounts by various cultures, including Dakota and Anishinaabe, of the same event or topic, noting important similarities and differences in the point of view they represent.
  • 6.1.6.2 Examine similar texts published in different time periods, comparing and contrasting influence on meaning, content, or style of the texts.
  • 6.1.6.3 Trace and evaluate the specific central theme or argument in a text, distinguishing claims that are supported by facts and evidence from claims that are not.
• R7 Evaluate arguments and specific claims from complex informational texts.
  • 6.1.7.1 Distinguish between relevant and irrelevant evidence to evaluate an author’s argument.
• R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.
  • 6.1.8.1 Analyze the impact of a specific word choice, and rhythm or meter, on the meaning and tone of a story, poem, or song. (word choice analysis including, but not limited to, vocabulary, assonance, consonance, and rhyme).
  • 6.1.8.2 Examine academic and technical vocabulary in informational text through study of word origins (morphology and etymology) and use of reference tools.
• R9 Media Literacy in Reading: Access and gather information from a variety of sources, representing diverse perspectives, and assessing validity and credibility of information.
  • 6.1.9.1 Access and make choices about information from a variety of sources, representing diverse perspectives, articulating how understanding is impacted by format/mode of information.
  • 6.1.9.2 Evaluate perspective, credibility and relevancy of sources related to task and purpose.