Common Core State Standards
6th Grade ELA Standards
All 41 Common Core English language arts standards for 6th grade, grouped into strands and written in plain English. The official wording is one click away. 1 has free practice you can print today.
41 standards
Reading: Literature RL
9 standardsKey Ideas and Details
RL.6.1
Back up every claim about a story or poem with a quoted line or a specific detail, including claims about what the author only hints at.
Official wording
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2
Figure out a story's theme, show which details carry it, and summarize the plot without adding your own opinions.
Official wording
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
Trace how a plot unfolds episode by episode and how the characters respond or change on the way to the ending.
Official wording
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.
Craft and Structure
RL.6.4
Work out what words and phrases mean in a story or poem, including figurative uses and the feelings a word carries, and explain how one word choice affects the tone.
Official wording
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
Explain how one sentence, chapter, scene or stanza fits into the whole work and helps build its theme, setting or plot.
Official wording
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
Explain how an author builds the narrator's or speaker's point of view through what they notice, say and leave out.
Official wording
Explain how an author develops the point of view of the narrator or speaker in a text.
Integration of Knowledge and Ideas
RL.6.7
Compare reading a story, play or poem with hearing or watching a performance of it, noting what you imagine on the page versus what you see and hear.
Official wording
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
(RL.6.8 not applicable to literature)Not applicable
RL.6.9
Compare how texts in different forms or genres, like a poem and a story or a historical novel and a fantasy, handle a similar theme.
Official wording
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.
Range of Reading and Level of Text Complexity
RL.6.10
Read and understand stories, plays and poems written for grades 6 to 8 by the end of the year, with help on the hardest ones.
Official wording
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.
Reading: Informational Text RI
10 standardsKey Ideas and Details
RI.6.1
Point to exact lines in an article or other nonfiction text to prove both what it states outright and what it implies.
Official wording
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2
Name the central idea of a nonfiction text, show how the details build it, and summarize it without mixing in your own judgments.
Official wording
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
Explain how a nonfiction text introduces a key person, event or idea and then builds it out with examples or anecdotes.
Official wording
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
RI.6.4
Work out the meaning of words in a nonfiction text, including figurative uses, the associations a word carries and technical terms like circuit.
Official wording
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5
Explain what job a given sentence, paragraph or section does in a nonfiction text and how it moves the ideas forward.
Official wording
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
Figure out an author's purpose or stance in a nonfiction text and point to the places where it shows.
Official wording
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
RI.6.7
Pull together information from words, pictures, charts and other formats to build one clear understanding of a topic.
Official wording
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
Follow an author's argument claim by claim and sort the claims backed by reasons and evidence from the ones that are not.
Official wording
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
Compare how two authors present the same events, like a memoir and a biography about the same person.
Official wording
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).
Range of Reading and Level of Text Complexity
RI.6.10
Read and understand literary nonfiction such as memoirs, essays and speeches written for grades 6 to 8 by the end of the year, with help on the hardest ones.
Official wording
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.
Writing W
10 standardsText Types and Purposes
W.6.1
Write an argument with a clear claim, reasons and evidence from credible sources, linking words, a formal style and a conclusion that follows from it.
Official wording
Write arguments to support claims with clear reasons and relevant evidence.aIntroduce claim(s) and organize the reasons and evidence clearly.bSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.dEstablish and maintain a formal style.eProvide a concluding statement or section that follows from the argument presented.
W.6.2
Write an informative piece that introduces a topic, organizes facts, definitions and examples under headings or charts where they help, and ends with a conclusion.
Official wording
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.aIntroduce 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.bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.cUse appropriate transitions to clarify the relationships among ideas and concepts.dUse precise language and domain-specific vocabulary to inform about or explain the topic.eEstablish and maintain a formal style.fProvide a concluding statement or section that follows from the information or explanation presented.
W.6.3
Write a true or made-up story that sets the scene, uses dialogue, pacing and sensory detail, moves clearly through time and ends with a fitting conclusion.
Official wording
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.aEngage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.bUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.cUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.dUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.eProvide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.6.4
Match how a piece of writing is developed, organized and styled to its task, its purpose and the people who will read it.
Official wording
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
Plan, revise, edit and rewrite a piece, or try a new approach, with some help from classmates and adults.
Official wording
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.)
W.6.6
Use the internet and other technology to write, publish and work with others, and type at least three pages in one sitting.
Official wording
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.
Research to Build and Present Knowledge
W.6.7
Run a short research project that answers a question from several sources and narrows the question when the findings call for it.
Official wording
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8
Gather information from print and online sources, judge whether each source is trustworthy, quote or paraphrase without plagiarizing and list where it came from.
Official wording
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
Pull evidence from stories and nonfiction into your own analysis, reflection or research, reading them the way the grade 6 reading standards ask.
Official wording
Draw evidence from literary or informational texts to support analysis, reflection, and research.aApply 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").bApply 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").
Range of Writing
W.6.10
Write often in 6th grade, from pieces built over weeks with research and revision to short ones finished in a sitting or a day or two, for many purposes and readers.
Official wording
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.
Speaking and Listening SL
6 standardsComprehension and Collaboration
SL.6.1
Come to a discussion having read the material, follow the group's rules and roles, ask and answer questions in detail, and restate others' points to show you listened.
Official wording
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.aCome 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.bFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.cPose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.dReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.6.2
Explain what a chart, video, speech or other source adds to the topic the class is studying.
Official wording
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
Lay out a speaker's argument claim by claim and tell which claims are backed by reasons and evidence and which are not.
Official wording
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
SL.6.4
Present claims and findings in a logical order with facts and details that spotlight the main ideas, making eye contact and speaking clearly and loudly enough.
Official wording
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
Add graphics, images, music or sound and visual displays to a presentation where they make the information clearer.
Official wording
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6
Switch between casual and formal English to fit the setting, using formal English when a task calls for it.
Official wording
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.)
Language L
6 standardsConventions of Standard English
L.6.1
Use pronouns correctly: the right case (I or me), intensive forms like myself, no shifts between they and you, and no pronoun that could mean two things.
Official wording
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.aEnsure that pronouns are in the proper case (subjective, objective, possessive).bUse intensive pronouns (e.g., myself, ourselves).cRecognize and correct inappropriate shifts in pronoun number and person.*dRecognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*eRecognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2
Set off extra information with commas, parentheses or dashes, and spell grade-level words correctly.
Official wording
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.aUse punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*bSpell correctly.
Knowledge of Language
L.6.3
Vary sentence patterns to hold the reader's interest and keep a consistent style and tone through a piece.
Official wording
Use knowledge of language and its conventions when writing, speaking, reading, or listening.aVary sentence patterns for meaning, reader/listener interest, and style.*bMaintain consistency in style and tone.*
Vocabulary Acquisition and Use
L.6.4
Work out an unfamiliar word from context clues, Greek and Latin roots like aud in audience and audible, or a dictionary, then check the guess.
Official wording
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.aUse 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.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).cConsult 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.dVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5
Interpret figures of speech like personification, use word relationships like part and whole, and tell apart near-synonyms like thrifty and stingy.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.aInterpret figures of speech (e.g., personification) in context.bUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.cDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6
Learn and use grade-level academic and subject words, and look up any word that matters to understanding or expressing an idea.
Official wording
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.
6th Grade Practice
Worksheet generators and printables already set up for this grade’s standards, free to use.
6th Grade ELA Standards: Questions
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Official wording from the Common Core State Standards PDFs at corestandards.org, last checked October 14, 2026. The plain-English lines on this page are EMStudio’s own explanations, shown beside the official wording. They are not part of the standard.