Common Core Grade 6 Ela

Browse through the list of common core standards for Grade-6 Ela. Click on the common core topic title to view all available worksheets.

• [l-6-1]  Language: Conventions of Standard English

  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• [l-6-2]  Language: Conventions of Standard English

  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• [l-6-3]  Language: Knowledge of Language

  Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• [l-6-4]  Language: Vocabulary Acquisition and Use

  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

• [l-6-5]  Language: Vocabulary Acquisition and Use

  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• [l-6-6]  Language: Vocabulary Acquisition and Use

  Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• [rh-6-8-1]  Reading History/Social Studies: Key Ideas and Details

  Cite specific textual evidence to support analysis of primary and secondary sources.

• [rh-6-8-10]  Reading History/Social Studies: Range of Reading and Level of Text Complexity

  By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

• [rh-6-8-2]  Reading History/Social Studies: Key Ideas and Details

  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

• [rh-6-8-3]  Reading History/Social Studies: Key Ideas and Details

  Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

• [rh-6-8-4]  Reading History/Social Studies: Craft and Structure

  Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

• [rh-6-8-5]  Reading History/Social Studies: Craft and Structure

  Describe how a text presents information (e.g., sequentially, comparatively, causally).

• [rh-6-8-6]  Reading History/Social Studies: Craft and Structure

  Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

• [rh-6-8-7]  Reading History/Social Studies: Integration of Knowledge and Ideas

  Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

• [rh-6-8-8]  Reading History/Social Studies: Integration of Knowledge and Ideas

  Distinguish among fact, opinion, and reasoned judgment in a text.

• [rh-6-8-9]  Reading History/Social Studies: Integration of Knowledge and Ideas

  Analyze the relationship between a primary and secondary source on the same topic.

• [ri-6-1]  Reading Informational: Key Ideas and Details

  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• [ri-6-10]  Reading Informational: Range of Reading and Level of Text Complexity

  By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• [ri-6-2]  Reading Informational: Key Ideas and Details

  Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

• [ri-6-3]  Reading Informational: Key Ideas and Details

  Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

• [ri-6-4]  Reading Informational: Craft and Structure

  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

• [ri-6-5]  Reading Informational: Craft and Structure

  Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

• [ri-6-6]  Reading Informational: Craft and Structure

  Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

• [ri-6-7]  Reading Informational: Integration of Knowledge and Ideas

  Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

• [ri-6-8]  Reading Informational: Integration of Knowledge and Ideas

  Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

• [ri-6-9]  Reading Informational: Integration of Knowledge and Ideas

  Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

• [rl-6-1]  Reading Literature: Key Ideas and Details

  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• [rl-6-10]  Reading Literature: Range of Reading and Level of Text Complexity

  By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• [rl-6-2]  Reading Literature: Key Ideas and Details

  Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

• [rl-6-3]  Reading Literature: Key Ideas and Details

  Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

• [rl-6-4]  Reading Literature: Craft and Structure

  Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

• [rl-6-5]  Reading Literature: Craft and Structure

  Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

• [rl-6-6]  Reading Literature: Craft and Structure

  Explain how an author develops the point of view of the narrator or speaker in a text.

• [rl-6-7]  Reading Literature: Integration of Knowledge and Ideas

  Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch.

• [rl-6-8]  Reading Literature: Integration of Knowledge and Ideas

  (Not applicable to literature)

• [rl-6-9]  Reading Literature: Integration of Knowledge and Ideas

  Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

• [rst-6-8-1]  Reading Science/Technical: Key Ideas and Details

  Cite specific textual evidence to support analysis of science and technical texts.

• [rst-6-8-10]  Reading Science/Technical: Range of Reading and Level of Text Complexity

  By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

• [rst-6-8-2]  Reading Science/Technical: Key Ideas and Details

  Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

• [rst-6-8-3]  Reading Science/Technical: Key Ideas and Details

  Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• [rst-6-8-4]  Reading Science/Technical: Craft and Structure

  Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

• [rst-6-8-5]  Reading Science/Technical: Craft and Structure

  Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

• [rst-6-8-6]  Reading Science/Technical: Craft and Structure

  Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

• [rst-6-8-7]  Reading Science/Technical: Integration of Knowledge and Ideas

  Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

• [rst-6-8-8]  Reading Science/Technical: Integration of Knowledge and Ideas

  Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

• [rst-6-8-9]  Reading Science/Technical: Integration of Knowledge and Ideas

  Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

• [sl-6-1]  Speaking and Listening: Comprehension and Collaboration

  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

• [sl-6-1a]  Speaking and Listening: Comprehension and Collaboration

  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• [sl-6-1b]  Speaking and Listening: Comprehension and Collaboration

  Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

• [sl-6-1c]  Speaking and Listening: Comprehension and Collaboration

  Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

• [sl-6-1d]  Speaking and Listening: Comprehension and Collaboration

  Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

• [sl-6-2]  Speaking and Listening: Comprehension and Collaboration

  Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

• [sl-6-3]  Speaking and Listening: Comprehension and Collaboration

  Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

• [sl-6-4]  Speaking and Listening: Presentation of Knowledge and Ideas

  Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

• [sl-6-5]  Speaking and Listening: Presentation of Knowledge and Ideas

  Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

• [sl-6-6]  Speaking and Listening: Presentation of Knowledge and Ideas

  Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• [w-6-1]  Writing: Text Types and Purposes

  Write arguments to support claims with clear reasons and relevant evidence.

• [w-6-10]  Writing: Range of Writing

  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

• [w-6-1a]  Writing: Text Types and Purposes

  Introduce claim(s) and organize the reasons and evidence clearly.

• [w-6-1b]  Writing: Text Types and Purposes

  Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

• [w-6-1c]  Writing: Text Types and Purposes

  Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

• [w-6-1d]  Writing: Text Types and Purposes

  Establish and maintain a formal style.

• [w-6-1e]  Writing: Text Types and Purposes

  Provide a concluding statement or section that follows from the argument presented.

• [w-6-2]  Writing: Text Types and Purposes

  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• [w-6-2a]  Writing: Text Types and Purposes

  Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• [w-6-2b]  Writing: Text Types and Purposes

  Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

• [w-6-2c]  Writing: Text Types and Purposes

  Use appropriate transitions to clarify the relationships among ideas and concepts.

• [w-6-2d]  Writing: Text Types and Purposes

  Use precise language and domain-specific vocabulary to inform about or explain the topic.

• [w-6-2e]  Writing: Text Types and Purposes

  Establish and maintain a formal style.

• [w-6-2f]  Writing: Text Types and Purposes

  Provide a concluding statement or section that follows from the information or explanation presented.

• [w-6-3]  Writing: Text Types and Purposes

  Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• [w-6-3a]  Writing: Text Types and Purposes

  Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• [w-6-3b]  Writing: Text Types and Purposes

  Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

• [w-6-3c]  Writing: Text Types and Purposes

  Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

• [w-6-3d]  Writing: Text Types and Purposes

  Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

• [w-6-3e]  Writing: Text Types and Purposes

  Provide a conclusion that follows from the narrated experiences or events.

• [w-6-4]  Writing: Production and Distribution of Writing

  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• [w-6-5]  Writing: Production and Distribution of Writing

  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• [w-6-6]  Writing: Production and Distribution of Writing

  Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

• [w-6-7]  Writing: Research to Build and Present Knowledge

  Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

• [w-6-8]  Writing: Research to Build and Present Knowledge

  Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

• [w-6-9]  Writing: Research to Build and Present Knowledge

  Draw evidence from literary or informational texts to support analysis, reflection, and research.

• [w-6-9a]  Writing: Research to Build and Present Knowledge

  Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics).

• [w-6-9b]  Writing: Research to Build and Present Knowledge

  Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not).

• [whst-6-8-1]  Writing HS/S/T: Text Types and Purposes

  Write arguments focused on discipline-specific content.

• [whst-6-8-10]  Writing HS/S/T: Range of Writing

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

• [whst-6-8-1a]  Writing HS/S/T: Text Types and Purposes

  Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

• [whst-6-8-1b]  Writing HS/S/T: Text Types and Purposes

  Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

• [whst-6-8-1c]  Writing HS/S/T: Text Types and Purposes

  Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

• [whst-6-8-1d]  Writing HS/S/T: Text Types and Purposes

  Establish and maintain a formal style.

• [whst-6-8-1e]  Writing HS/S/T: Text Types and Purposes

  Provide a concluding statement or section that follows from and supports the argument presented.

• [whst-6-8-2]  Writing HS/S/T: Text Types and Purposes

  Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• [whst-6-8-2a]  Writing HS/S/T: Text Types and Purposes

  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• [whst-6-8-2b]  Writing HS/S/T: Text Types and Purposes

  Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

• [whst-6-8-2c]  Writing HS/S/T: Text Types and Purposes

  Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• [whst-6-8-2d]  Writing HS/S/T: Text Types and Purposes

  Use precise language and domain-specific vocabulary to inform about or explain the topic.

• [whst-6-8-2e]  Writing HS/S/T: Text Types and Purposes

  Establish and maintain a formal style and objective tone.

• [whst-6-8-2f]  Writing HS/S/T: Text Types and Purposes

  Provide a concluding statement or section that follows from and supports the information or explanation presented.

• [whst-6-8-3]  Writing HS/S/T: Text Types and Purposes

  (See note; not applicable as a separate requirement)

• [whst-6-8-4]  Writing HS/S/T: Production and Distribution of Writing

  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• [whst-6-8-5]  Writing HS/S/T: Production and Distribution of Writing

  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

• [whst-6-8-6]  Writing HS/S/T: Production and Distribution of Writing

  Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

• [whst-6-8-7]  Writing HS/S/T: Research to Build and Present Knowledge

  Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• [whst-6-8-8]  Writing HS/S/T: Research to Build and Present Knowledge

  Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

• [whst-6-8-9]  Writing HS/S/T: Research to Build and Present Knowledge

  Draw evidence from informational texts to support analysis reflection, and research.