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G.6 – Language Standards Map

This text resource illustrates the Standards Map for the Grade 6 Language domain in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.6 > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.6 > L > A.1 > S.1

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

    1. Ensure that pronouns are in the proper case (subjective, objective, possessive).
    2. Use intensive pronouns (e.g., myself, ourselves).
    3. Recognize and correct inappropriate shifts in pronoun number and person.*
    4. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
    5. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    Variants From Standard English [e]
    2 - Demonstrate (Command of conventions of English grammar)
    1 - Ensure (Pronouns in proper case [a])
    3 - Use (Intensive pronouns [b])
    1 - Recognize (Inappropriate shifts in pronoun number and person [c])
    2 - Correct (Inappropriate shifts in pronoun number and person [c])
    1 - Recognize (Vague pronouns [d])
    2 - Correct (Vague pronouns [d])
    1 - Recognize (Variations from standard English [e])
    2 - Identify (Strategies [e])
    3 - Use (Strategies [e])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1 - I can ensure that pronouns are in the proper case. [a]
    3 - I can use intensive pronouns. [b]
    1 - I can recognize inappropriate shifts in pronoun number and person. [c]
    2 - I can correct inappropriate shifts in pronoun number and person. [c]
    1 - I can recognize vague pronouns. [d]
    2 - I can correct vague pronouns. [d]
    1 - I can recognize variations from standard English in my own and others’ writing and speaking. [e]
    2 - I can identify strategies to improve expression in conventional language. [e]
    3 - I can use strategies to improve expression in conventional language. [e]
    A. Incorrect pronoun use leads to vague understanding of antecedents.
    B. With exposure to correct and incorrect writing, writers can improve at recognizing and correcting errors. 


    C. Check sheets with example errors or correct forms will help in recognizing errors.
    D. Singular words like ‘every’ seem plural and tempt users to use plural pronouns.
    E. Many writers avoid awkwardness or sexism of choosing “him” or “her” and use collective “their.”
    A.1 How does incorrect pronoun use affect sentences?

    B.1 Why might peer editing have some benefits?
    C.1 How might check sheets aid in correcting?
    D.1 Why are pronoun errors with singular words like every, each, somebody, and nobody common?

    E.1 Why is the lack of a gender-free singular pronoun in English problematic?
  5. Common Core English Language Arts: G.6 > L > A.1 > S.2

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

    1. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
    2. Spell correctly.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    3 - Demonstrate (Command of conventions)
    3 - Use (Punctuation [a])
    1 - Spell (Correctly [b])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    3 - I can use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. [a]
    1 - I can spell correctly. [b]
    A. Capitalization, punctuation, and spelling are conventions used when writing using standard English.
    B. Punctuation can offset nonrestrictive or parenthetical elements.
    C. Commas offset nonessential words, phrases and clauses that interrupt without changing essential meaning.
    D. Correct spelling is learned by reading, attention to rules and recall of rule-breaking words; spell checkers are essential for some writers.
    A.1 What are the capitalization conventions for the English language?
    B.1 How do I offset certain types of information.
    C.1 What are the punctuation conventions for the English language?
    D.1 What are strategies for assuring that one uses correct spelling when writing?
  7. Common Core English Language Arts: G.6 > L > A.2 > S.3

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

    1. Vary sentence patterns for meaning, reader/listener interest, and style.*
    2. Maintain consistency in style and tone.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    Varied Sentence Patterns [a]
    Consistency [b]
    3 - Use (Knowledge of language)
    3 - Vary (Sentence patterns [a])
    1 - Maintain (Consistency [b])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    3 - I can vary sentence patterns for meaning, reader/ listener interest, and style. [a]
    1 - I can maintain consistency in style and tone. [b]
    A. Speakers vary sentence patterns for meaning, audience interest and style?
    B. Audience interest and style as well as type of format determine sentence types.
    C. The tone and style are set to create a mood or to show levels of respect for certain audiences.
    A.1 Why do I vary sentence patterns?
    B.1 How do I determine sentence types to use?
    C.1 Why should the tone and style stay consistent in writing or speaking?
  8. Common Core English Language Arts: G.6 > L > A.3

    Vocabulary Acquisition and Use

  9. Common Core English Language Arts: G.6 > L > A.3 > S.4

    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.

    1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
    2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
    3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
    4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meaning Clues [b]
    4 - Determine (Meanings of words)
    2 - Clarify (Meanings of words)
    3 - Choosing (Array of strategies)
    3 - Use (Context [a])
    3 - Use (Greek and Latin affixes and roots [b])
    2 - Consult (Reference materials [c])
    5 - Verify (Preliminary determination of a meaning [d])
    4 - I can determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
    3 - I can use context as a clue to the meaning of a word or phrase. [a]
    3 - I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. [b]
    2 - I can consult reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [c]
    5 - I can verify the preliminary determination of the meaning of a word or phrase. [d]
    A. Meaning is determined by understanding context, roots, affixes and author's purpose in choosing a word.
    B. Meaning of an unknown word or its opposite may lie within the text; you might also figure out part of speech and function.
    C. Many Latin or Greek affixes and roots of English words reveal origin and consistent hints to meanings.
    D. Reference books can tell meaning, pronunciation, part of speech and origin.
    E. By verifying preliminary determinations, readers assure continued reading with the correct meaning in mind.
    A.1 How do I understand words?
    B.1 How does context help determine unknown word meaning?
    C.1 Why do roots and affixes help tell word meanings?
    D.1 How do reference materials like glossaries and dictionaries help?
    E.1 Why might a preliminary determination of a word need checked? (Why should I check meaning in the dictionary if I can guess it?)
  10. Common Core English Language Arts: G.6 > L > A.3 > S.5

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

    1. Interpret figures of speech (e.g., personification) in context.
    2. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 
    3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Relationship e.g. [b]
    3 - Demonstrate (understanding of figurative language, word relationships, and nuances)
    3 - Interpret (Figures of speech [a])
    3 - Use (Relationships of words [b])
    4 - Distinguish (Connotations of words [c])
    3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3 - I can interpret figures of speech in context. [a]
    3 - I can use the relationship between particular words to better understand each of the words. [b]
    4 - I can distinguish among the connotations of words with similar denotations. [c]
    A. Words may vary slightly, with one word more appropriate than another for a specific context or use.
    B. Words and phrases have roots in languages, cultures, and history.
    C. Figurative language creates a mental image for the reader or listener.
    D. When the meaning is not quite word for word interpretation, it is likely figurative.
    A.1 How might slightly different words have the same meaning?
    B.1 What clues help me interpret figurative language?
    C.1 How does figurative language enhance a text?
    D.1 How do I know when the language is figurative?
  11. Common Core English Language Arts: G.6 > L > A.3 > S.6

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Acquire (Words and phrases)
    3 - Use (Words and phrases)
    2 - I can acquire accurately grade-appropriate general academic and domain-specific words and phrases.
    3 - I can use accurately grade-appropriate general academic and domain-specific words and phrases.
    A. Learning vocabulary in context and practicing aids in properly using them in writing and speaking.
    B. Specific transition words signal relational meanings of key vocabulary.
    A.1 How do I acquire domain-specific vocabulary?
    B.1 How do I understand the relationship of two clauses?

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