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K–12 Standards

Grade 6

Other Ohio English Language Arts sets

Reading LiteratureRL

  • 1

    Cite text evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. RL.6.1

  • 2

    Analyze literary text development.RL.6.2

    1. a

      Determine and explain a theme of a literary text and how it is developed through specific details.RL.6.2.a

    2. b

      Provide an objective summary of the text, including theme and story details. RL.6.2.b

  • 3

    Describe how the plot of a story or drama develops through chapters, acts, and/or scenes and how the characters respond or change as the plot moves toward a resolution.RL.6.3

  • 4

    Explain how words and phrases shape meaning and tone in a literary text. RL.6.4

    1. a

      Determine word and phrase meanings, including figurative and/or connotative meanings.RL.6.4.a

    2. b

      Analyze the impact of specific word choices, including sensory language, on meaning and tone.  RL.6.4.b

  • 5

    Analyze how a particular line, sentence, paragraph, chapter, scene, or stanza contributes to the development of the setting, plot, or theme.RL.6.5

  • 6

    Explain how an author uses point of view to develop the perspective of the narrator, speaker, or character in a literary text.RL.6.6

  • 7

    Compare and contrast reading a literary text to listening to an audio or viewing a video or live version of the text, including how different versions affect tone, mood, or appeal.RL.6.7

  • 8

    (Not applicable to literature)RL.6.8

  • 9

    Compare and contrast literary texts in different forms or genres (e.g., stories and poems, historical novels, and fantasy stories).RL.6.9

    1. a

      Identify an implied theme, explicit theme, or life lesson.RL.6.9.a

    2. b

      Analyze a shared theme and explain its development across genres. RL.6.9.b

  • 10

    Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-toworld connections and comparisons.RL.6.10

Reading InformationalRI

  • 1

    Analyze text evidence to demonstrate understanding of an informational text (e.g., historical, scientific, and technical text).RI.6.1

    1. a

      Analyze what the text says explicitly and cite text evidence.RI.6.1.a

    2. b

      Make and support inferences from the text using cited text evidence.RI.6.1.b

  • 2

    Analyze informational text development. RI.6.2

    1. a

      Determine a central idea of a text and explain how it is conveyed through particular details.RI.6.2.a

    2. b

      Provide an objective summary of the text that includes a central idea and relevant details.RI.6.2.b

  • 3

    Analyze how a key individual, event, or idea is introduced, developed, and elaborated in a text (e.g., through examples, facts, and/or anecdotes).RI.6.3

  • 4

    Determine the meaning of domain-specific words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings.RI.6.4

  • 5

    Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of an informational text and contributes to the development of the ideas.RI.6.5

  • 6

    Determine an author’s perspective and/or purpose in a text and explain how it is conveyed in an informational text.RI.6.6

  • 7

    Integrate information presented in multiple print or digital sources to develop a coherent understanding of a topic or issue.RI.6.7

  • 8

    Trace and evaluate the argument in an informational text.  RI.6.8

    1. a

      Identify specific claims in a text.RI.6.8.a

    2. b

      Distinguish claims that are supported by evidence from claims that are not supported by evidence.RI.6.8.b

  • 9

    Compare and contrast one author’s presentation of events with that of another (e.g., a memoir and a biography written about the same person).RI.6.9

  • 10

    Read and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, textto-text, and text-to-world connections and comparisons.  RI.6.10

Reading FoundationsRF

  • 4

    Read grade-level texts with sufficient fluency to support comprehension.RF.6.4

    1. a

      Orally read grade-level text with accuracy (targeting 95% or greater), automaticity, and appropriate expression to gain meaning from text, targeting 146 words correct per minute (wcpm) by the end of sixth grade.RF.6.4.a

    2. b

      Self-monitor word recognition and understanding, rereading as necessary.RF.6.4.b

Decode words by applying morphological analysis, word recognition, and etymology including:RF.6.3.a

  • 1

    RootsRF.6.3.a.1

  • 2

    PrefixesRF.6.3.a.2

  • 3

    SuffixesRF.6.3.a.3

Read common high-frequency words with automaticity such as:RF.6.3.b

  • 1

    Phonetically regular words: winter, test, besideRF.6.3.b.1

  • 2

    Partially regular words: square, region, believeRF.6.3.b.2

  • 3

    Irregular words: average, effect, verifyRF.6.3.b.3

Identify and know the meaning of common Latin and Greek:RF.6.3.c

  • 1

    RootsRF.6.3.c.1

  • 2

    PrefixesRF.6.3.c.2

  • 3

    SuffixesRF.6.3.c.3

Writing FoundationsWF

  • 1

    Write fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking.WF.6.1

  • 2

    Apply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.WF.6.2

    1. a

      Encode grade-appropriate multisyllabic words using knowledge of syllable types.WF.6.2.a

    2. b

      Apply knowledge of roots, prefixes, and suffixes to encode unfamiliar multisyllabic words.WF.6.2.b

    3. c

      Encode grade-appropriate irregular words.WF.6.2.c

WritingW

  • 1

    Write argumentative pieces that include:W.6.1

    1. a

      A thesis statement, within the introduction, to present an argument; W.6.1.a

    2. b

      Clear reasons and relevant evidence to support claim(s) that are well organized and demonstrate an understanding of the topic or text;W.6.1.b

    3. c

      Words, phrases, and clauses that clarify the relationship among claim(s) and reasons; W.6.1.c

    4. d

      Precise language and domain-specific vocabulary;W.6.1.d

    5. e

      Language appropriate to the audience and purpose;W.6.1.e

    6. f

      Use of credible sources; andW.6.1.f

    7. g

      A concluding statement or section that follows from the argument presented.W.6.1.g

  • 2

    Write informative/explanatory pieces that include:W.6.2

    1. a

      A thesis statement, within the introduction, to present the topic; W.6.2.a

    2. b

      Relevant facts, definitions, concrete details, quotations, or other information or details to develop the topic;W.6.2.b

    3. c

      Organized text structure such as description, chronology/sequence, problem/solution, compare/contrast, and cause/effect;W.6.2.c

    4. d

      Appropriate transitions to clarify relationships among ideas and concepts; W.6.2.d

    5. e

      Precise language and domain-specific vocabulary;W.6.2.e

    6. f

      Language appropriate to the audience and purpose; W.6.2.f

    7. g

      Formatting, graphics, and multimedia to clarify information presented, if needed; W.6.2.g

    8. h

      Use of credible sources; andW.6.2.h

    9. i

      A concluding statement or section that follows from the information or explanation presented. W.6.2.i

  • 3

    Write narratives that develop real or imagined sequenced events that include: W.6.3

    1. a

      An introduction to engage and orient the reader that establishes context and introduces a narrator and/or characters; W.6.3.a

    2. b

      An organized event sequence;W.6.3.b

    3. c

      Dialogue, pacing, and description to develop experiences, events, and/or characters; W.6.3.c

    4. d

      A variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;  W.6.3.d

    5. e

      Precise language, relevant descriptive details, and sensory language; andW.6.3.e

    6. f

      A conclusion that follows from the narrated experiences or events.  W.6.3.f

  • 4

    Produce clear and coherent writing, in which the development and organization are appropriate to task, purpose, and audience.W.6.4

  • 5

    With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.W.6.5

  • 6

    Use a variety of digital skills (e.g. keyboarding) and tools (e.g. multimedia platforms) to produce and publish writing. W.6.6

  • 7

    Conduct independent research projects to answer a question by:  W.6.7

    1. a

      Using multiple sources on a topic;  W.6.7.a

    2. b

      Recording relevant evidence; andW.6.7.b

    3. c

      Evaluating and determining relevancy of evidence. W.6.7.c

  • 8

    Gather and use relevant information from multiple print and digital resources. W.6.8

    1. a

      Assess the credibility of each source.W.6.8.a

    2. b

      Accurately quote or paraphrase the data and conclusions of others to avoid plagiarism.  W.6.8.b

    3. c

      List basic bibliographic information for sources to avoid plagiarism.W.6.8.c

  • 9

    Use evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research.W.6.9

  • 10

    Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.W.6.10

Speaking and ListeningSL

  • 1

    Participate in discussions about sixth grade topics and texts in small groups or wholeclass settings, following agreed upon rules.SL.6.1

    1. a

      Come to discussions prepared (having read and/or studied materials).SL.6.1.a

    2. b

      Explicitly use the information known about the topic to explore ideas under discussion.SL.6.1.b

    3. c

      Define individual assigned roles; set specific goals and deadlines as needed.SL.6.1.c

    4. d

      Make comments that further the discussion, elaborating on and drawing conclusions from the remarks of others.SL.6.1.d

    5. e

      Pose and respond to specific questions to clarify or follow up on information.SL.6.1.e

    6. f

      Demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.1.f

  • 2

    Interpret information presented in diverse media (e.g. video, audio, primary source document) and other formats (e.g. charts, tables, infographics) and explain how it contributes to a text, topic, or issue under study.  SL.6.2

  • 3

    Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.SL.6.3

  • 4

    Present claims and findings using: SL.6.4

    1. a

      Logically sequenced ideas;  SL.6.4.a

    2. b

      Relevant descriptions, facts, and details to support main ideas or themes; SL.6.4.b

    3. c

      Appropriate eye contact; andSL.6.4.c

    4. d

      Clear speech at an understandable pace.SL.6.4.d

  • 5

    Include multimedia components and visual displays in presentations when appropriate to clarify information.SL.6.5

  • 6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal language when appropriate to task or situation. SL.6.6

LanguageL

  • 1

    Know and apply formal American English grammar, usage, and mechanics when writing or speaking.L.6.1

    1. a

      Ensure pronouns are in the proper case (subjective, objective, possessive).L.6.1.a

    2. b

      Use intensive pronouns (e.g. myself, ourselves).L.6.1.b

    3. c

      Recognize and correct inappropriate shifts in pronoun number and person.  L.6.1.c

    4. d

      Recognize and correct vague pronouns (i.e. pronouns with unclear or ambiguous antecedents). L.6.1.d

    5. e

      Recognize variations from formal American English, determine appropriateness for the intended purpose and audience, and adjust as necessary (e.g., removing slang from a formal presentation).L.6.1.e

  • 2

    Know and apply formal American English capitalization, punctuation, and spelling when writing.L.6.2

    1. a

      Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.L.6.2.a

    2. b

      Spell words accurately, using grade-level spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.L.6.2.b

  • 3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3

    1. a

      Vary sentence structure for meaning, reader/listener interest, and style.  L.6.3.a

    2. b.

      Maintain consistent style and tone appropriate to the audience and purpose. L.6.3.b

  • 4

    Determine or clarify the meaning of unknown words or multiple-meaning words and phrases. L.6.4

    1. a

      Use context within and beyond a sentence to determine the intended meaning of a word or phrase.L.6.4.a

    2. b

      Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4.b

    3. c

      Consult print and/or digital resources (e.g. dictionaries, glossaries, thesauruses), to support the pronunciation of a word and verify its precise meaning or part of speech.L.6.4.c

  • 5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.5

    1. a

      Explain figurative language, including personification, in context. L.6.5.a

    2. b

      Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.L.6.5.b

    3. c

      Distinguish among the connotations (implied meanings, associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).L.6.5.c

  • 6

    Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking.L.6.6

Frequently asked questions

What grade levels do these standards cover?
Grade 6
Where can I read the official document?
2026 Revised ELA Standards K-12

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