Texas 6th Grade ELA Standards in Reading

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6.1 The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

• 6.1.2 Students understand new vocabulary and use it when reading and writing.
  • 6.1.2.A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
  • 6.1.2.B use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words;
  • 6.1.2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.
• 6.1.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 6.1.3.C compare and contrast the historical and cultural settings of two literary works.
• 6.1.7 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
  • 6.1.7.A identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.
• 6.1.9 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 6.1.9.A compare and contrast the stated or implied purposes of different authors writing on the same topic.
• 6.1.11 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
  • 6.1.11.A compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence.
• 6.1.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 6.1.Figure 19.F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.

6.2 The student will demonstrate an ability to understand and analyze literary texts.

• 6.2.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 6.2.3.A infer the implicit theme of a work of fiction, distinguishing theme from the topic;
  • 6.2.3.B analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures.
• 6.2.4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
  • 6.2.4.A explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
• 6.2.5 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
• 6.2.6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
  • 6.2.6.A summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction;
  • 6.2.6.B recognize dialect and conversational voice and explain how authors use dialect to convey character;
  • 6.2.6.C describe different forms of point-of-view, including first- and third-person.
• 6.2.8 Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
  • 6.2.8.A explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.
• 6.2.13 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
  • 6.2.13.A explain messages conveyed in various forms of media;
  • 6.2.13.B recognize how various techniques influence viewers’ emotions.
• 6.2.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 6.2.Figure 19.D make inferences about text and use textual evidence to support understanding;
  • 6.2.Figure 19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.

6.3 The student will demonstrate an ability to understand and analyze informational texts.

• 6.3.10 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
  • 6.3.10.A summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions;
  • 6.3.10.B explain whether facts included in an argument are used for or against an issue;
  • 6.3.10.C explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author’s viewpoint;
  • 6.3.10.D synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
• 6.3.11 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
  • 6.3.11.B identify simply faulty reasoning used in persuasive texts.
• 6.3.12 Students understand how to glean and use information in procedural texts and documents.
  • 6.3.12.B interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
• 6.3.13 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
  • 6.3.13.A explain messages conveyed in various forms of media;
  • 6.3.13.B recognize how various techniques influence viewers’ emotions.
• 6.3.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 6.3.Figure 19.D make inferences about text and use textual evidence to support understanding;
  • 6.3.Figure 19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.