New Jersey Standards
New Jersey 6th Grade ELA Standards
All 32 New Jersey English language arts standards for 6th grade, each explained in plain English. The official wording is one click away under each one.
32 standards
Language Domain
4 standardsL.SS.6.1
Follow English grammar rules, like picking I or me, using myself, fixing unclear or shifting pronouns, setting off asides with commas or dashes, and spelling well.
Official wording
Demonstrate command of the system and structure of the English language 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).EUse punctuation (commas, parentheses, dashes) to set off nonrestrictive and parenthetical elements.FRecognize spelling conventions.
L.KL.6.2
Notice the difference between formal and casual English, like Good morning, Mrs. Lee versus Hey, and choose which fits the moment.
Official wording
Use knowledge of language and its conventions when writing, speaking, reading, or listening.AAcquire and use accurately grade-appropriate general academic and domain-specific words and phrases.BGather vocabulary knowledge when considering a word or phrase important to comprehension or expression.CVary sentence patterns for meaning (syntax), reader/listener interest, and style/voice.DMaintain consistency in style and tone.
L.VL.6.3
Figure out unfamiliar, multiple-meaning and technical words using context, roots like graph in autograph, and dictionaries, then check that the guessed meaning fits.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, including technical meanings, 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.BDetermine the meaning of words and phrases as they are used, including figurative, connotative, and technical meanings.CUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).DConsult 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.EVerify 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.VI.6.4
Explain a nonliteral phrase like take steps, name someone who is friendly to link a word to real life, and rank knew, believed and suspected by how sure they are.
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.CAnalyze the impact of a specific word choice on meaning and tone.DDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Reading Domain
15 standardsRL.CR.6.1
Back up an analysis of a story or poem with quoted evidence, both for what it states outright and for what can be inferred, linking details to the point.
Official wording
Cite textual evidence and make relevant connections to support analysis of what a literary text says explicitly as well as inferences drawn from the text.
RI.CR.6.1
Support an analysis of an article or nonfiction book with quotes and details, covering what it says directly and what readers can conclude from it.
Official wording
Cite textual evidence and make relevant connections to support analysis of what an informational text says explicitly as well as inferences drawn from the text.
RL.CI.6.2
Find the theme of a story, play or poem, show which key details build it, and summarize the text without adding personal opinions.
Official wording
Determine the theme of a literary text (e.g., stories, plays or poetry) and explain how it is supported by key details; provide a summary of the text distinct from personal opinions or judgments.
RI.CI.6.2
Identify the central idea of a nonfiction text, show which key details support it, and write a summary that leaves out personal opinions.
Official wording
Determine the central idea of an informational text and explain how it is supported by key details; provide a summary of the text distinct from personal opinions or judgments.
RL.IT.6.3
Describe how a story's plot unfolds episode by episode, and use evidence to show how characters react and change on the way to the ending.
Official wording
Describe how a particular text’s structure unfolds in a series of episodes and use textual evidence to describe how the characters respond or change as the plot moves toward a resolution.
RI.IT.6.3
Use evidence to show how an article or manual introduces a key person, event or idea and then gives examples and details that expand on it.
Official wording
Analyze how a particular text’s (e.g., article, brochure, technical manual, procedural text) structure unfolds by using textual evidence to describe how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
RL.TS.6.4
Explain how one sentence, chapter, scene or stanza fits the whole text and helps build its theme, setting, plot or ideas.
Official wording
Analyze how a particular piece (e.g., sentence, chapter, scene, stanza, or section) fits into the overall structure of a text and contributes to the development of the ideas, theme, setting, or plot.
RI.TS.6.4
Use text structures like cause and effect, search tools, and features like captions and indexes to find information and pull it together.
Official wording
Use text structures (e.g., cause-effect, problem-solution), search tools, and genre features (e.g., graphics, captions, indexes) to locate and integrate information.
RL.PP.6.5
Explain how an author shows or builds a point of view in a story or poem, often through the narrator or speaker.
Official wording
Determine how an author conveys or develops perspective in a text (through the narrator or speaker when appropriate).
RI.PP.6.5
Spot an author's purpose, point of view or possible bias in a nonfiction text, and explain how it shapes the way readers understand it.
Official wording
Identify author’s purpose perspective or potential bias in a text and explain the impact on the reader’s interpretation.
RL.MF.6.6
Compare reading a story, play or poem with hearing or watching an audio, video or live version, to build a full understanding of its theme or topic.
Official wording
Compare and contrast information or texts to develop a coherent understanding of a theme, topic, or issue when reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text.
RI.MF.6.6
Combine information from different formats, like charts, numbers, video and text, to build a clear, complete understanding of a topic or issue.
Official wording
Integrate information when presented in different media or formats (e.g., visually, quantitatively) to develop a coherent understanding of a topic or issue.
RI.AA.6.7
Follow and judge the argument in a text, sorting claims backed by reasons and evidence from claims with no support.
Official wording
Trace the development of and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RL.CT.6.8
Compare and contrast how stories, poems or novels by different authors or in different genres handle similar themes and topics.
Official wording
Compare and contrast literary texts in different forms, by different authors, or from different genres (e.g., stories and poems; historical novels and primary source documents, scientific journals and fantasy stories) in terms of their approaches to similar themes and topics.
RI.CT.6.8
Compare how nonfiction texts in different forms or by different authors, like a news article and a documentary script about one event, treat similar topics.
Official wording
Compare and contrast informational texts in different forms, by different authors, or from different genres (e.g., a memoir written by and a biography on the same person, historical novels and primary source documents, infographics and scientific journals) in terms of their approaches to similar themes and topics.
Writing Domain
7 standardsW.AW.6.1
Write arguments in any subject that state a claim, back it with logical reasons and credible evidence, link ideas clearly, keep a formal tone, and end with a conclusion.
Official wording
Write arguments on discipline-specific content (e.g., social studies, science, math, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.AIntroduce claim(s) about a topic or issue and organize the reasons and evidence logically.BSupport claim(s) with logical reasoning and relevant, accurate data and evidence, that demonstrate an understanding of the topic or text, using credible sources.CUse words, phrases, and clauses to link and clarify the relationships among claim(s), reasons and evidence.DEstablish and maintain a formal/academic style, approach, and form.EProvide a concluding statement or section that follows from the argument presented.
W.IW.6.2
Write explanations of topics or processes, organized with structures and headings, built with facts and quotes, using precise terms and transitions, and a closing section.
Official wording
Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.AIntroduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aid in 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.EAcknowledge and attempt a formal/academic style, approach, and form.FProvide a concluding statement or section (e.g., sentence, part of a paragraph, paragraph, or multiple paragraphs) that follows from and supports the information or explanation presented.
W.NW.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.
W.WP.6.4
With help from classmates and adults, plan, revise and edit writing, keep working at it, and try to fit it to its purpose and readers.
Official wording
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning; flexibly making editing and revision choices; sustaining effort to fit composition needs and purposes; and attempting to address purpose and audience.
W.WR.6.5
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.SE.6.6
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.RW.6.7
Write often, both over longer stretches with time for research and revision and in single sittings, for different subjects, purposes and readers.
Official wording
Write routinely over extended time frames (time for research, reflection, metacognition/self- correction, 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 Domain
6 standardsSL.PE.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.II.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.ES.6.3
Break down a speaker's argument, telling apart the claims backed by reasons and evidence from the ones that are not.
Official wording
Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.PI.6.4
Share claims and findings in a logical order, using descriptions, facts and details to highlight main ideas, with eye contact, enough volume and clear speech.
Official wording
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).
SL.UM.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.AS.6.6
Adjust speaking style to fit different settings and tasks, like a class debate or a chat with friends, using formal English when needed.
Official wording
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
The official New Jersey documents
- New Jersey Student Learning Standards for English Language Arts, 2023 · adopted October 2023 · since 2024-25
New Jersey Student Learning Standards for English Language Arts, New Jersey Department of Education.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.