Common Core Standards - Grade 6


Pre-K - Grade 1 - Grade 2 - Grade 3 - Grade 4 - Grade 5 - Grade 6

Reading
Writing
Speaking and Listening
Language

Reading - Literature


Content Description:

Related Ziptales Activities:

Key Ideas and Details
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Develop students’ literal and inferential skills using:

Key Ideas and Details
CCSS.ELA-Literacy.RL.6.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Assist students with determining a theme using particular details in a text using: Provide opportunities for students to summarize the stories in the Advanced Library literature based genres Fantasy & Sci Fi, Family & Friends, Adventure, Comedy, People & Values, Mystery and Horror.

Key Ideas and Details
CCSS.ELA-Literacy.RL.6.3
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.

Explore how a story’s plot unfolds and how characters respond using:

Craft and Structure
CCSS.ELA-Literacy.RL.6.4
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.

Explore how figurative language is used in literature texts using:

Craft and Structure
CCSS.ELA-Literacy.RL.6.5
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.

Students analyze how sentences and chapters develop a text’s theme, setting and plot using: Study how the Graphic Classics scenes fit together to form the overall structure of the stories and contribute to the theme, setting and plot development.
Use Language Arts Lessons: Reading (Yrs 5 & 6) Engaging with Poetry and the Rhyme Time poems to examine how stanzas fit together to provide structure of a poem.

Craft and Structure
CCSS.ELA-Literacy.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

Provide opportunities for students to explore narrative voice using:

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.6.7
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.

View the Language Arts Lessons: Reading (Yrs 5 & 6) The Grammar of Film and TV to explore how visual texts are different to print texts.
Use the voiceover feature for the Rhyme Time poems to provide opportunities for students to compare and contrast the experience of reading then listening to selected stories or poems.

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.6.8
(RL.6.8 not applicable to literature)

Not applicable

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.6.9
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.

Use texts in different genres to explore how they approach similar topics such as:

Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.6.10
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.

Students read and comprehend Zip Stages 9 & 10 literature from the Advanced Library, Graphic Classics, and Rhyme Time (a list of titles is located on the Teacher Dashboard via the Ziptales Reading Stages link).
Assist with the development of students’ comprehension of literature texts using:

Reading - Informational Text


Content Description:

Related Ziptales Activities:

Key Ideas and Details
CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Provide opportunities for students to draw inferences from informational texts using:

Key Ideas and Details
CCSS.ELA-Literacy.RI.6.2
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.

Study how main ideas of informational texts are supported by key details using:

Key Ideas and Details
CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Equip students with the skills to analyze how key individuals, events, or ideas are introduced, illustrated and elaborated in informational texts using:

Craft and Structure
CCSS.ELA-Literacy.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Explore how figurative language is used in informational texts using:

Craft and Structure
CCSS.ELA-Literacy.RI.6.5
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.

Students analyze how the structural components of informational texts contribute to the development of the ideas using:

Craft and Structure
CCSS.ELA-Literacy.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Explore an author’s point of view or purpose in informational texts using:

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.6.7
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.

Develop students’ ability to integrate information presented in different formats using:

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.6.8
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.

Guide students with tracing and evaluating specific claims in an argument using:

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.6.9
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).

Explore biographical texts using the Advanced Library Biography genre stories. Students then use research skills to locate quotes by the subjects from each story to compare and contrast the presentation of events in the story e.g. in the Walt Disney biography, the author tells us that ‘Walt Disney failed not once, but several times on his way to success’ (pg 2). Locate a quote or quotes that gives us a personal insight into what Walt Disney himself thinks about failure.

Compare and contrast the points of view presented by the different speakers in the Advanced Library stories Animal Rights and Body Image (Arguments).

Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.6.10
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.

Provide opportunities for students to read and comprehend informational texts using:

Writing


Content Description:

Related Ziptales Activities:

Text Types and Purposes
CCSS.ELA-Literacy.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.

  • CCSS.ELA-Literacy.W.6.1.a
    Introduce claim(s) and organize the reasons and evidence clearly.
  • CCSS.ELA-Literacy.W.6.1.b
    Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  • CCSS.ELA-Literacy.W.6.1.c
    Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  • CCSS.ELA-Literacy.W.6.1.d
    Establish and maintain a formal style.
  • CCSS.ELA-Literacy.W.6.1.e
    Provide a concluding statement or section that follows from the argument presented.

Study the structures and features of argument texts using: Provide opportunities for students to write argument texts using:

Text Types and Purposes
CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  • CCSS.ELA-Literacy.W.6.2.a
    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.
  • CCSS.ELA-Literacy.W.6.2.b
    Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • CCSS.ELA-Literacy.W.6.2.c
    Use appropriate transitions to clarify the relationships among ideas and concepts.
  • CCSS.ELA-Literacy.W.6.2.d
    Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • CCSS.ELA-Literacy.W.6.2.e
    Establish and maintain a formal style.
  • CCSS.ELA-Literacy.W.6.2.f
    Provide a concluding statement or section that follows from the information or explanation presented.

Explore the structures and features of informative/explanatory texts using: Students write informative/explanatory texts using:

Text Types and Purposes
CCSS.ELA-Literacy.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  • CCSS.ELA-Literacy.W.6.3.a
    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.
  • CCSS.ELA-Literacy.W.6.3.b
    Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  • CCSS.ELA-Literacy.W.6.3.c
    Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
  • CCSS.ELA-Literacy.W.6.3.d
    Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
  • CCSS.ELA-Literacy.W.6.3.e
    Provide a conclusion that follows from the narrated experiences or events.


Production and Distribution of Writing
CCSS.ELA-Literacy.W.6.4
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.)

Build students’ understanding of how different text types are developed and organized to suit the task, purpose and audience using the following Language Arts Lessons: Writing (Yrs 5 & 6): What are the Shapes of Texts?, Topic Sentences, Features of Texts, and Separating Information in Texts.

Use the Worksheets for the Write Time lessons to provide opportunities for students to produce writing appropriate to task, purpose and audience.

Production and Distribution of Writing
CCSS.ELA-Literacy.W.6.5
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)

View the Language Arts Lessons: Writing (Yrs 5 & 6) Refining Editing Skills to support and guide students with developing their editing skills.

Assist students with strengthening their writing using:

Production and Distribution of Writing
CCSS.ELA-Literacy.W.6.6
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.

Study the information in the Language Arts Lessons: Writing (Yrs 5 & 6) Digital Pictures and Publishing to assist students with producing and publishing writing in a digital format.

Students work collaboratively to use technology to produce writing using the guidelines and Activities from the Language Arts Lessons: Writing (Yrs 5 & 6) Digital Composition.

Students use technology to produce and publish writing using:

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.6.8
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.

Provide opportunities for students to gather relevant information from print and digital sources and summarize or paraphrase information using the guidelines and activities from:

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • CCSS.ELA-Literacy.W.6.9.a
    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").
  • Develop students’ skills in drawing evidence from literature texts to support analysis, reflection and research using:

    • CCSS.ELA-Literacy.W.6.9.b
      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").

    Provide opportunities for students to draw evidence from informational texts to support analysis, reflection and research using:

    Range of Writing
    CCSS.ELA-Literacy.W.6.10
    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 audiences.

    Springboard text creation over shorter and extended time frames using:

    Speaking and Listening


    Content Description:

    Related Ziptales Activities:

    Comprehension and Collaboration
    CCSS.ELA-Literacy.SL.6.1
    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.

    • CCSS.ELA-Literacy.SL.6.1.a
      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.

    Provide opportunities to students to prepare for and engage in collaborative discussions to explore specific ideas using the Activities from:

    • CCSS.ELA-Literacy.SL.6.1.b
      Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

    Reinforce students’ knowledge of the rules for collegial discussion using the Language Arts Lessons: Oral Language (Yrs 5 & 6) Effective Group Work.

    • CCSS.ELA-Literacy.SL.6.1.c
      Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

    Explore questioning techniques that contribute effectively to discussions using the Language Arts Lessons: Oral Language (Yrs 5 & 6) Open and Closed Questions and Asking Politely.

    • CCSS.ELA-Literacy.SL.6.1.d
      Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

    View the Language Arts Lessons: Reading (Yrs 5 & 6) Talking About Texts then use the activities to engage students in a collaborative discussion on preferred genres encouraging them to review the key ideas expressed in their group by reporting back to the class.

    Comprehension and Collaboration
    CCSS.ELA-Literacy.SL.6.2
    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.

    Explore how information can be presented in diverse media and formats using:

    Comprehension and Collaboration
    CCSS.ELA-Literacy.SL.6.3
    Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    Assist students with analyzing the claims in a speaker’s argument using:

    Presentation and Knowledge of Ideas
    CCSS.ELA-Literacy.SL.6.4
    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.

    View the Language Arts Lessons: Oral Language (Yrs 5 & 6) Speaking to an Audience to study effective skills for presenting an oral report.
    Provide opportunities for students to present ideas orally using:

    Presentation and Knowledge of Ideas
    CCSS.ELA-Literacy.SL.6.5
    Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

    Students present the following activities using multimedia components:

    Presentation and Knowledge of Ideas
    CCSS.ELA-Literacy.SL.6.6
    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

    Provide opportunities for students to adapt speech in a variety of contexts using the Activities for the Language Arts Lessons: Oral Language (Yrs 5 & 6):

    Language


    Content Description:

    Related Ziptales Activities:

    Conventions of Standard English
    CCSS.ELA-Literacy.L.6.1
    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    • CCSS.ELA-Literacy.L.6.1.a
      Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • CCSS.ELA-Literacy.L.6.1.b
      Use intensive pronouns (e.g., myself, ourselves).
    • CCSS.ELA-Literacy.L.6.1.c
      Recognize and correct inappropriate shifts in pronoun number and person.
    • CCSS.ELA-Literacy.L.6.1.d
      Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

    Reinforce knowledge of the conventions of standard English grammar using: Build students’ understanding of the rules of pronouns using:

    • CCSS.ELA-Literacy.L.6.1.e
      Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

    Explore variations from standard English in others’ writing using:

    Conventions of Standard English
    CCSS.ELA-Literacy.L.6.2
    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    • CCSS.ELA-Literacy.L.6.2.a
      Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

    Reinforce students’ understanding of the rules of punctuation using: Explore how punctuation is used to set off nonrestrictive/parenthetical elements using examples from Advanced Library stories e.g.

    Knowledge of Language
    CCSS.ELA-Literacy.L.6.3
    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    • CCSS.ELA-Literacy.L.6.3.a
      Vary sentence patterns for meaning, reader/listener interest, and style.
    • CCSS.ELA-Literacy.L.6.3.b
      Maintain consistency in style and tone.

    Develop students’ skills in varying sentence patterns for different purposes and maintaining consistency using:

    Vocabulary Acquisition and Use
    CCSS.ELA-Literacy.L.6.4
    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.

    • CCSS.ELA-Literacy.L.6.4.a
      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.

    Explore the use of context clues by viewing the Language Arts Lessons: Reading (Yrs 5 & 6) Reading Skills.

    Students use context as a clue to the meaning of words or phrases using the Advanced Library genre stories Fill the gaps activities (at the end of each story).

    Study the Advanced Library genre stories for examples of homonyms (multiple-meaning words) then use context as a clue to the word’s meaning e.g.
    • Getting Even (Comedy) pg 1: revolting, rash, lurk, clapping, loot, foul, advanced.
    • Get Away! (Comedy) pg 1: sinking, reef, bailing, fuses, calico, canvas, stretch, nibble, bite, chain, rose.

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

    • CCSS.ELA-Literacy.L.6.4.c
      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.
    • CCSS.ELA-Literacy.L.6.4.d
      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).
    Encourage students to consult reference materials to determine the meanings of key words and phrases from the Advanced Library stories and the following worksheets:

    Vocabulary Acquisition and Use
    CCSS.ELA-Literacy.L.6.5
    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    • CCSS.ELA-Literacy.L.6.5.a
      Interpret figures of speech (e.g., personification) in context.

    Develop students’ understanding of figurative language using:

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

    Use vocabulary from the Advanced Library genre stories to explore word relationships e.g. Sinbad the Sailor (Adventure):
    • cause/effect – Sinbad squandered his inheritance and was left almost destitute. (pg 1); Much debilitated from his struggles at sea, Sinbad hauled himself ashore. (pg 2).
    • part/whole – eagle or vulture: sharp talons (pg 4); island: abundant fresh water, edible fruits and herbs (pg 6); hideous creature: pendulous ear-lobes and boar-like tusks (pg 7).
    • item/category – inheritance: money, possessions, estates (pg 1); vessel/ship: furl the sails, drop anchor (pg 6).

    • CCSS.ELA-Literacy.L.6.5.c
      Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

    Explore words with similar definitions using: Students conduct a ‘Synonym Hunt’ using the Advanced Library genre stories by locating and identifying 3 context-appropriate synonyms for words from the text e.g. Three Wishes (Horror) pg 1: placidly: serenely, peacefully, tranquilly; poised: hovering, hanging, positioned; soothingly: delicately, calmly, mollifyingly; intercept: curb, deflect, hinder; amiably: amicably, cheerfully, affably.

    Vocabulary Acquisition and Use
    CCSS.ELA-Literacy.L.6.6
    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.

    Prompt students to use domain-specific words using: Students acquire domain-specific words using Advanced Library genre stories e.g.:

    Copyright 2019 Ziptales. Check out our Privacy Policy

    Don't have an account? Click here for a free trial...

    Welcome to Ziptales!

    Action Required: As this is the first time logging in and because this account is for your ENTIRE school, we ask that you add your fellow teachers and staff to your account here.

    s