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Georgia Standards

Georgia 6th Grade ELA Standards

All 113 Georgia English language arts standards for 6th grade, each explained in plain English. The official wording is in Georgia Department of Education's document, linked at the end of this page.

113 standards

Engagement & Intention for Comprehension & Composition

26 standards
Reader & Writer Identity
6.P.EICC.1.a
Set your own reading and writing goals, like finishing a novel a month or adding more detail to essays, then check progress, talk them over and adjust them.
6.P.EICC.1.b
Talk or write about what you most like to read and write, naming the genres, topics and author techniques that appeal to you, like mystery plots or vivid description.
6.P.EICC.1.c
Choose texts to read and write that match both your own interests and what the class is studying, like a sports biography tied to a unit on perseverance.
6.P.EICC.1.d
Collect a personal toolkit of reading and writing strategies, like rereading or outlining, and pull out the right one when a text is hard to understand or write.
6.P.EICC.1.e
Be an active member of a class reading and writing community by helping set group rules, discussing books, sharing drafts, listening to others and trading feedback.
6.P.EICC.1.f
Grow into a reader and writer who can choose, start and finish work on your own, like picking a book and setting a reading schedule without reminders.
Engagement & Intention
6.P.EICC.2.a
Read and write stories, true or made up, to share experiences, like a memoir about a first day at a new school or a short fantasy tale.
6.P.EICC.2.b
Use what you read to learn new things, build skills, make smart choices and pass along ideas, like reading reviews before choosing a book for a report.
6.P.EICC.2.c
Read and write texts that explain how something works or happens, like learning the water cycle from an article and then writing your own explanation of it.
6.P.EICC.2.d
Read and write to analyze and judge texts and ideas, like writing a response that weighs whether a story's ending fits what came before.
6.P.EICC.2.e
Read and create texts that solve a problem or persuade others to decide something, like a letter to the principal asking for a longer lunch period.
Comprehension Strategies
6.P.EICC.3.a
Decide why you are reading and what you want to get from it, notice when understanding slips, and change approach, like slowing down or rereading.
6.P.EICC.3.b
Skim and scan a text before reading closely, noting the headings, sections and features most likely to help, like a glossary or chapter summary.
6.P.EICC.3.c
Connect what you already know to what a text says, notice where the two disagree or where something is missing, and update your understanding.
6.P.EICC.3.d
Sum up and picture each part of a text as you read to keep track of meaning, like sketching a scene or jotting a one-line summary per chapter.
6.P.EICC.3.e
Guess what will happen or what information will come next in a text, then check those guesses as you read on and revise them.
6.P.EICC.3.f
Read between the lines to work out meanings a text only hints at, from a character's hidden feelings to a deeper message, backing each with evidence.
6.P.EICC.3.g
Figure out new words and ideas using clues from the surrounding text, known school vocabulary and word parts, like bio meaning life in biography.
Writing Processes
6.P.EICC.4.a
Before writing, decide why you are writing, what you want the piece to achieve and who will read it, like younger students or the school board.
6.P.EICC.4.b
Plan a piece's shape by choosing the form, genre and structure that best fit the goal and readers, like numbered steps for a how-to guide.
6.P.EICC.4.c
Come up with ideas for writing by thinking about what you know, reading sources on the topic and talking it over with classmates.
6.P.EICC.4.d
Place your ideas and facts into your writing plan, marking the ones that matter most and will make the strongest impression on readers.
6.P.EICC.4.e
Write a first draft that pulls your ideas together, with word choices, sentences and techniques picked to suit your goal and connect with readers.
6.P.EICC.4.f
Judge how well a draft works, by rereading it yourself or getting feedback, and check whether it does what you set out to do.
6.P.EICC.4.g
Revise a draft using your own review or others' feedback, reworking its order, ideas, facts, word choices and techniques so it works better.
6.P.EICC.4.h
Proofread and correct writing so its spelling, grammar, capitalization and punctuation follow the rules of standard written English.

Situating Texts

6 standards
Context
6.P.ST.1.a
Work out which background facts matter most for reading or writing a text, like where and when it is set, using what you know, research and discussion.
6.P.ST.1.b
Think about how the time, place and situation of a text affect why the author wrote it and why readers turn to it, like a speech given during a war.
6.P.ST.1.c
Explore how a text's time, place and culture shape the choices the writer makes and how readers react, in texts you read and texts you write.
Author, Audience, & Purpose
6.P.ST.2.a
Use what you know about the writer, readers and situation to figure out or set a text's purpose and judge how well the text achieves it.
6.P.ST.2.b
Use what you know about the writer, readers and situation to spot a text's point of view and give your own writing a clear, distinct perspective.
6.P.ST.2.c
Think like an author about readers and situation to decide which ideas to stress, how to lay a text out, and which words, sentences and techniques work best.

Author’s Craft

12 standards
Reading like a Writer
6.P.AC.1.a
Spot and use literary, informational and persuasive elements, like a story's conflict or a speech's appeal to emotion, and explain their effect on readers and purpose.
6.P.AC.1.b
Notice striking word choices in a text, try similar language in your own work, and explain how the words affect readers and serve the purpose.
6.P.AC.1.c
Explain and judge how an author's sentence lengths and patterns affect readers, like short, choppy sentences that build tension in an action scene.
6.P.AC.1.d
Describe and judge how a text's layout and organization, like headings, bullet lists or a timeline, guide readers, make it easy to follow and serve its purpose.
Writing like a Reader
6.P.AC.2.a
Combine story, informational and persuasive elements in your own writing to reach readers and meet a goal, like opening an argument with an anecdote.
6.P.AC.2.b
Choose and shape words and phrases on purpose to steer what readers think, feel or do, like vivid verbs in a story or strong adjectives in an ad.
6.P.AC.2.c
Choose sentence lengths and patterns that suit readers and serve the goal, like a short, punchy sentence to end a persuasive paragraph.
6.P.AC.2.d
Organize your own writing with formats and features, like headings, numbered steps or a chart, that guide readers, make it easy to follow and fit the goal.
Text Design
6.P.AC.3.a
Read and make texts in many forms and genres, like comics, podcasts and essays, learning how their features affect meaning, tone, style and readers.
6.P.AC.3.b
Use what you know about forms and genres to decide what content belongs, like facts and quotes in a news article but dialogue in a short story.
6.P.AC.3.c
Use what you know about forms and genres to arrange content, like the most important facts first in a news article or events in time order in a story.
6.P.AC.3.d
Read and create texts that mix words, images, sound or video, combining genres and features to reach readers, like a slideshow with photos and narration.

Collaboration & Presentation

9 standards
Collaboration
6.P.CP.1.a
Come to group discussions and team meetings ready to take part, like having the reading done and notes or questions in hand.
6.P.CP.1.b
Work with a group to agree on rules, goals and steps for a shared project and keep the team on track, like assigning roles and a timeline.
6.P.CP.1.c
Add to group talks and projects by sharing your own ideas, listening closely to teammates' ideas and giving helpful feedback.
6.P.CP.1.d
Team up with classmates to talk through topics, research questions, solve problems and read or create texts together, like a group report.
Presentation
6.P.CP.2.a
Present ideas, information and your own writing clearly to listeners, like a book talk or a short report to the class.
6.P.CP.2.b
Choose and combine presentation forms that suit the goal and the listeners, like slides, a poster or a short video for a science talk.
6.P.CP.2.c
Adjust tone of voice, speaking speed, gestures and eye contact to fit the purpose and audience when presenting.
6.P.CP.2.d
Talk with your audience during and after a presentation by asking them questions and answering theirs.
6.P.CP.2.e
Learn and recite all or part of well-known poems and speeches suited to sixth grade, like a stanza of a Robert Frost poem, to build background knowledge.

Grammar Conventions

16 standards
Grammar, Usage, & Mechanics
6.L.GC.1.43
Master building and using verb forms like is running, has run and has been running to show when actions happen and how long they last.
6.L.GC.1.44
Master forming and using participles, the verb forms ending in -ing or -ed that act as adjectives, like the barking dog or the cracked vase.
6.L.GC.1.45
Master spotting and fixing pronouns with unclear antecedents, like a they or it that could point to more than one noun in the sentence.
6.L.GC.1.46
Master using paired conjunctions, like either/or, neither/nor and not only/but also, to join words, phrases or clauses.
6.L.GC.1.47
Master punctuating dialogue and quoted words, with capital letters, quotation marks, commas, end marks and speaker tags like she said.
6.L.GC.1.48
Master using semicolons between items in a list when the items already have commas, like cities paired with their states.
6.L.GC.1.49
Begin marking off extra details a sentence could do without using commas, parentheses or dashes, like My brother, who is ten, plays chess.
6.L.GC.1.50
Begin using ellipses correctly, like to show words left out of a quotation or a pause or trailing off in dialogue.
6.L.GC.1.51
Begin using hyphens correctly with certain prefixes and in compound words, like self-control, ex-mayor and well-known author.
6.L.GC.1.52
Begin joining clauses with a semicolon, alone or followed by a word like however or therefore, to build compound and compound-complex sentences.
6.L.GC.1.53
Begin putting nouns, verbs, phrases and clauses to work in different sentence roles, like subject, direct object, predicate nominative or modifier.
6.L.GC.1.54
Keep practicing how to punctuate quoted evidence from a text, with capital letters, quotation marks, commas, end marks and a page citation in parentheses.
Syntax
6.L.GC.2.a
Use what you know about how sentences are built to understand and analyze sixth grade texts, like untangling a long sentence with several clauses.
6.L.GC.2.b
Mix simple, compound, complex and compound-complex sentences to combine and tighten ideas in writing, keeping verb tense steady throughout.
6.L.GC.2.c
Recognize and write sentences in active voice, like The dog chased the ball, and revise so every subject agrees with its verb.
6.L.GC.2.d
Add adjectives, adverbs and descriptive phrases to enrich writing with details that make meaning clear and keep readers interested.

Vocabulary

10 standards
General, Academic, & Specialized Vocabulary
6.L.V.1.a
Learn everyday, academic and subject-specific words from sixth grade books, websites and videos, like analyze, ratio or ecosystem.
6.L.V.1.b
Use sixth grade everyday, academic and subject words to speak and write clearly and exactly, like saying evidence rather than stuff in a science report.
Word Analysis
6.L.V.2.a
Break words into parts, using word origins, Greek and Latin roots, prefixes and suffixes, to work out meanings in sixth grade texts, like tele plus phone.
6.L.V.2.b
Use a word's part of speech to figure out its meaning in a sixth grade text, like whether object is used as a noun or a verb.
6.L.V.2.c
Build new words from Greek and Latin roots, base words, prefixes and suffixes, like adding -ology to bio, and use them correctly in writing and speech.
6.L.V.2.d
Use parts of speech to pick the most precise word when writing, like choosing the adverb carefully rather than the adjective careful.
Meaning & Purpose
6.L.V.3.b
Work out unknown or multiple-meaning words from how they relate to nearby words, using synonyms, antonyms, analogies and context clues.
6.L.V.3.c
Tell apart the feelings carried by words with similar dictionary meanings, like thrifty versus stingy or curious versus nosy.
6.L.V.3.d
Look up or confirm the meaning of unfamiliar or multiple-meaning words with print and digital tools, like a dictionary, thesaurus or online search.
6.L.V.3.e
Use dictionaries and other tools to sort out small differences between close words, like glance and stare, and choose the best one when speaking or writing.

Context

7 standards
Purpose & Audience
6.T.C.1.a
Analyze how one text can have several purposes at once, like an article that informs and persuades, and which readers each purpose aims at.
6.T.C.1.b
Use the features of a text's form, like captions, diagrams or audio, to understand and analyze texts from science, history and other subjects.
6.T.C.1.c
Create presentations or texts that mix words with images, sound or video for a clear goal and audience, like a slideshow on a local landmark.
Authors & Speakers
6.T.C.2.a
Describe and analyze how two or more viewpoints in one text develop and play off each other, like two characters who see a conflict differently.
6.T.C.2.b
Explain what an author's choice of evidence shows about their viewpoint and how it makes them more or less believable.
6.T.C.2.c
Identify and analyze how background and setting, like where and when a text was written and events of the time, shaped what the author wrote.
6.T.C.2.d
Research answers to questions for school and personal interest using trustworthy sources, like a library database instead of a random website.

Structure & Style

7 standards
Organization
6.T.SS.1.a
Explain how authors adjust a text's structure or features to share meaning, suit readers or meet a goal, like starting a story at the end.
6.T.SS.1.b
Design your own texts using a mix of structures and features, like cause and effect paragraphs with headings and a diagram, to inform and add style.
6.T.SS.1.c
Tie writing together by repeating key ideas and using related words across sentences and paragraphs so the links between ideas stay clear.
6.T.SS.1.d
Write pieces of several paragraphs with a clear structure: an introduction, a body of facts, reasons, details or events, and a conclusion.
Craft
6.T.SS.2.a
Figure out how figures of speech and emotionally charged words shape a text's meaning, mood or tone, like a metaphor that makes a scene feel gloomy.
6.T.SS.2.b
Use similes, metaphors and other literary devices on purpose in your own writing to reach a goal or appeal to readers.
6.T.SS.2.c
Compare formal language with casual language, like full sentences versus slang and contractions, and use each in the right writing and speaking situations.

Techniques

12 standards
Narrative Techniques
6.T.T.1.a
Describe how storytelling techniques, like dialogue, description and pacing, build a story's plot, characters and setting from start to finish.
6.T.T.1.b
Analyze how a story's setting, events, conflict and character traits speed up or slow down the plot, like a storm that rushes the action.
6.T.T.1.c
Identify several themes in a story and describe how the way characters relate and interact helps shape them, like a friendship that shows loyalty.
6.T.T.1.d
Compare how stories in different forms and genres, like a graphic novel and a poem about courage, handle the same theme or topic.
6.T.T.1.e
Use storytelling techniques, like dialogue, vivid description and suspense, in your own writing to hold readers' interest and meet a goal.
Expository Techniques
6.T.T.2.a
Recognize and describe how informational texts present content through a main idea, facts, key details and an ending that wraps things up.
6.T.T.2.b
Compare how two authors tell about the same historical event or topic, like two accounts of the first moon landing.
6.T.T.2.d
Use a clear main idea, facts, key details and a satisfying ending in your own informational writing to inform and engage readers.
Argumentative Techniques
6.T.T.3.a
Recognize and explain how an argument is built, with a claim, relevant evidence, an opposing view the author names and a conclusion that follows logically.
6.T.T.3.c
Write arguments with a clear claim, relevant supporting evidence, a named opposing view and a logical conclusion, like an essay on school start times.
Poetic Techniques
6.T.T.4.a
Recognize and describe how poets use stanzas, rhyme patterns, imagery, figures of speech and sound devices like alliteration to shape a poem.
6.T.T.4.b
Write poems that use stanzas, rhyme, imagery, figurative language and sound devices to engage readers, like a rhyming poem about a season.

Research & Analysis

6 standards
Research & Inquiry
6.T.RA.1.a
Write questions to guide research and link related topics, like asking how plastic in the ocean connects to what people buy at the store.
6.T.RA.1.b
Research a text or topic by finding, collecting, sorting and combining facts from trustworthy books, websites and interviews.
6.T.RA.1.c
Use what you have learned through research to analyze texts, backing up, questioning or adding to their ideas, like checking a novel's facts about whales.
Curating Sources & Evidence
6.T.RA.2.a
Gather evidence from books and websites that backs a main idea or answers a question, noting basic source details like author, title and page number.
6.T.RA.2.b
Check print and online sources for signs they are trustworthy and on topic, and for warning signs, like no author, old dates or obvious bias.
6.T.RA.2.c
Credit authors when quoting or paraphrasing with simple in-text citations, like the author's last name and page, and list each source on a works cited page.

Periods & Movements

2 standards
Periods & Movements
6.T.PM.1.a
Read and understand myths and stories, real or invented, that modern authors have retold in new works, like Greek myths behind a popular adventure series.
6.T.PM.1.b
Read and understand one genre of writing from a certain era, like poetry of the Harlem Renaissance or adventure novels of the 1800s.

The official Georgia documents

The plain-English lines on this page are EMStudio's own explanations of Georgia's standards, not the official wording, which Georgia Department of Education publishes in the documents above. Codes and strand names identify each standard.