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Washington Standards

Washington 6th Grade ELA Standards

All 26 Washington English language arts standards for 6th grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading

5 standards
Students read, comprehend, interpret, analyze, and evaluate, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 3, 4, and 5 are prioritized. This is the last year standard 3 is prioritized.
ELA.6.R.1
Use headings, captions, charts and other text features to find the right part of a long text, and describe what those features add to the words.
Official wording
Students know and use text/visual features.aUse text/visual features to identify sections of a longer text that are likely to contain needed information.bDescribe how text/visual features represent and/or add meaning to the written text.
ELA.6.R.3
Read 6th grade texts smoothly, correctly and with expression, breaking long new words into syllables, roots, prefixes and suffixes to decode them.
Official wording
Students read grade-level texts with accuracy, appropriate rate, and expression to support understanding.aApply knowledge of syllable patterns and morphology (roots, prefixes, suffixes) to read unfamiliar multisyllabic words in and out of context.
ELA.6.R.4
Preview, picture scenes and check predictions against evidence, and explain how an author's word choice, literary techniques and structure shape a text's meaning.
Official wording
Students comprehend and interpret texts using a variety of strategies.aPreview the text while reflecting on their purposes for reading.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake inferences and predictions, checking them against textual evidence.dMaintain motivation and reconnect to the flow of reading using a variety of strategies.eIdentify author’s purpose and choices about text/visual features that advance the author's purpose and fit within the genre, medium, or platform.fIdentify literary techniques and their effects.gDescribe what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.hExplain how the author's use of language shapes meaning and affects reader understanding.iExplain how authors use text structure to guide readers' understanding and shape meaning.
ELA.6.R.5
Analyze texts with cited evidence, explaining the author's purpose and viewpoint, the main idea or theme, and how the same topic differs in a book, video or website.
Official wording
Students analyze texts, introducing and attributing textual evidence when relevant.aExplain how authors' choices influence readers' choices and/or actions.bDescribe the communicative situation in which an author writes a text, including their purposes, their perspectives, and the genre and platform they choose.cExplain the main idea, theme, or key information in a text, how it deepens, expands, or changes their previous understanding, and how it connects to their own experiences.dCompare and contrast similar content presented in different genres, mediums, and platforms.
ELA.6.R.6
Judge, with criteria the class agrees on, how well part of a text helps readers picture a scene, feel for a character or want to act.
Official wording
Students evaluate texts.aDescribe how effectively an element of a text invites the reader to visualize and/or empathize, using shared criteria.bDescribe how effectively an element of a text engages the reader or inspires ideas or actions, using shared criteria.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content. Standards 1, 3, and 5 are prioritized.
ELA.6.W.1
Write in many forms and subjects to describe, explain observations, make a claim, persuade and tell stories, adding images or media where they help.
Official wording
Students compose multimodal texts in a variety of genres across content areas for a variety of purposes.aCompose in order to describe experiences, ideas, and imaginings.bCompose in order to record observations and/or inform others about their observations and explanations of the world.cCompose in order to make a claim about an issue.dCompose in order to persuade others.eCompose in order to tell stories and narratives.
ELA.6.W.2
Plan a writing project by reading the prompt for its purpose, thinking about what readers already know, setting steps and a schedule, and adjusting after feedback.
Official wording
Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.aAnalyze the prompt to determine the purpose of the project and how to meet it.bDetermine who the audience is and what they may already know, think, and/or feel about the topic.cDetermine the process or steps and plan the time needed to complete the project.dAdjust to feedback and shifts in focus and timeline when needed.
ELA.6.W.3
Draft by organizing ideas and research, borrowing moves from mentor texts, and adding vivid details, evidence, persuasive or story techniques and fair credit to sources.
Official wording
Students draft content within the genre, using technology appropriately.aGenerate ideas for topics, genres, and material.bSelect and organize ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it's fair to use the creative work of others.cFollow, adapt, or combine genre-specific text elements from mentor texts.dDevelop descriptions with concrete, sensory, and/or abstract details and figurative language to help the audience imagine and empathize with the content.eDevelop analysis of experience, events, information, ideas, and/or texts by identifying relationships, patterns, causes, or connections.fSupport analysis by using evidence from texts, paraphrasing, summarizing, and/or selecting quotations when relevant.gSupport claims with relevant and credible evidence.hUse persuasive techniques, including arguments, and appeals to emotion and reason.iUse a variety of narrative techniques and devices consistent with the genre.jAttribute sources in ways consistent with the genre, using technology appropriately.
ELA.6.W.4
Structure a piece to fit its genre, with an opening that pulls readers into the topic and an ending that wraps things up.
Official wording
Students organize content by using and/or adapting the genre's structure based on purpose.aCraft engaging introductions by using strategies that orient the reader to the topic.bOrganize content using genre-specific strategies.cCompose conclusions that provide a sense of closure.
ELA.6.W.5
Reread a draft for clarity and organization, gather feedback, revise to strengthen it, then edit grammar, spelling and source credits using 6th grade conventions.
Official wording
Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.aRe-read draft to evaluate clarity, organization and development of ideas and to determine next steps.bGather and consider using feedback about their compositions.cUse what they learned from re-reading and feedback to strengthen their compositions.dEdit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1-6.]
ELA.6.W.6
Choose where to share finished writing, in print or online, after thinking about who might see it and how long posts stay online.
Official wording
Students share and publish compositions in person and/or on digital or non-digital platforms.aDetermine where to publish after considering potential impacts on intended and unintended audiences and the permanence of digital platforms.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standards 1 and 3 are prioritized.
ELA.6.SLDF.1
Join class and online discussions civilly, sharing ideas backed by research or experience, building on others, asking for clarity and summing up where people agree.
Official wording
Students listen, respond respectfully, and contribute during face-to-face discussions and/or in digital forums.aMaintain expectations for engaging in civil discourse, including other participants, and considering diverse perspectives, especially in digital forums.bExpress ideas clearly by drawing on research, experience, and/or prior knowledge.cDevelop common understanding by connecting to others' contributions.dAsk for clarification or more information and/or explain what they understood from others' contributions.eRespond to feedback about how others understood their communication, especially in digital forums.fExplain when, how, and why their opinions or understandings changed.gSummarize points of agreement or disagreement from the discussion.
ELA.6.SLDF.2
Work with a group by agreeing on and revisiting expectations, using personal strengths, taking on challenges and working through disagreements kindly.
Official wording
Students collaborate on projects or tasks.aDiscuss expectations, reviewing and adapting them when needed.bContribute productively by leveraging strengths and taking on challenges.cCommunicate to build community by addressing concerns, considering others' strengths and perspectives, and/or navigating conflict.
ELA.6.SLDF.3
Present reports, speeches or creative work on a focused topic, shaped for what listeners know, using images or media that help and crediting sources.
Official wording
Students present reports, speeches, and creative work in a variety of genres such that listeners can empathize and/or follow the line of reasoning.aIdentify focused topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.6.W.1.bDevelop content by considering what they want to communicate within the situation and the audience’s background knowledge and/or position.cUse images and/or multimedia artifacts in presentations to explain, emphasize or enhance content and support the audience’s engagement.dAttribute sources used.
ELA.6.SLDF.4
Choose words that show their own voice in different settings, and identify how what they post online can shape later goals and chances.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through intentional word choice by drawing on their assets, experience, attitudes, and perspectives.bIdentify how presentations of selves and ideas in digital forums can impact future goals and opportunities.
ELA.6.SLDF.5
Use their voice, gestures and pacing while presenting to make ideas clear and keep listeners interested, like in a book talk.
Official wording
Students use voice, gesture, and pacing to illuminate the content and engage the audience.

Language

5 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standard 3 is prioritized.
ELA.6.L.1
Compare how English is used in different communities, settings and genres, like texting a friend versus writing a science report.
Official wording
Students identify and discuss when and why language is used differently according to the context.aCompare and contrast the uses of English across communities and contexts.bCompare and contrast the uses of English in various genres.
ELA.6.L.2
Vary sentences to link ideas clearly, using parallel structure, punctuated phrases and clauses, transitions, and verb tenses and helpers like might or should.
Official wording
Students vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.aDevelop well-formed sentences (syntax) to communicate relationships among ideas, including use of parallel structure.bUse phrases, clauses, and transitions with punctuation to communicate relationships among ideas.cUse verb tenses and modal auxiliaries to communicate time, sequence, states, and conditions.
ELA.6.L.3
Work out new and multiple-meaning words from context, roots, affixes and dictionaries, and use precise academic and subject words correctly.
Official wording
Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, and viewing.aDetermine the meaning of words and phrases by using context, roots, affixes, and reference materials strategically.bUse discipline-specific and academic vocabulary accurately across contexts.cDistinguish among related words and phrases to communicate precise meaning.
ELA.6.L.4
Interpret figures of speech, use word links like cause and effect or part and whole, and tell apart near-synonyms with different shades, like thrifty and cheap.
Official wording
Students demonstrate understanding of figurative language, word relationships, nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aRecognize, interpret, and explain figures of speech in context.bUse the relationships among words, including cause/effect, part/whole, and item/category, to understand and express nuances in meaning.cDistinguish among words with similar denotations but different connotations.
ELA.6.L.5
Write clear, varied sentences, spell academic words using roots and patterns, set off extra details with commas, parentheses or dashes, and build writing speed.
Official wording
Students develop fluent and accurate writing skills.aWrite complete sentences that use varied sentence structures and precise language to support clarity and meaning.bSpell academic and discipline-specific vocabulary using knowledge of roots, affixes, and spelling conventions.cUse conventional spelling patterns and generalizations, consulting reference materials and/or tools as needed to check and correct spelling.dUse commas, parentheses, and dashes to set off additional information within a sentence.eDevelop automaticity in spelling and handwriting and/or other modalities to support written expression.

Research and Media Literacy

5 standards
Students ask a variety of questions, seek answers using relevant tools and techniques to select and access sources, and use their learning. Students think critically about reactions to media messages, purposes and accuracy of media messages, and credibility of those responsible for media messages. Standards 1 and 5 are prioritized. This is the first time standard 5 is prioritized.
ELA.6.RML.1
Research a question by refining it as they learn, choosing books, websites and experts, adjusting search terms, and organizing and combining what they find.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk different types of questions, refining and asking new questions as understanding of the topic evolves.bGenerate ideas for how to initiate their search based on prior knowledge.cSelect and access a variety of relevant information sources, considering library collections and knowledgeable people, among other options.dSelect and use digital search tools effectively based on an understanding of the technologies that deliver results, adapting search or prompt terms and analyzing results as needed.eGather and organize relevant information using a variety of strategies.fSynthesize new learning to use and/or share.
ELA.6.RML.2
Identify how a person's viewpoint, feelings and level of trust shape the way they react to an ad, post or news story.
Official wording
Students identify how people’s reactions to media messages are affected.aIdentify how perspectives affect reactions to media messages.bIdentify how emotional responses to media messages affect reactions.cIdentify how different levels of trust affect reactions to media messages.
ELA.6.RML.3
Decide whether a media message mainly aims to inform, persuade, sell or entertain, and describe the appeals and media it uses to do that.
Official wording
Students identify the purposes of media messages and how those purposes are achieved.aDetermine whether the main purpose of a media message is to inform, persuade, sell, or entertain.bDescribe the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
ELA.6.RML.4
Check information, including AI-made content, for accuracy by sorting facts from opinions, comparing reliable sources, spotting edited photos and seeking evidence.
Official wording
Students evaluate components of media messages, as well as content generated by technology, when looking for information that’s accurate.aDetermine whether statements can be verified as true or false, express an opinion, or make a claim.bCheck the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.cDescribe how technology can be used to manipulate images, video, and audio.dDetermine whether there are reasons and evidence to support claims.
ELA.6.RML.5
Judge whether the source of a media message, or an AI tool, can be trusted by checking who made it, their expertise, their accuracy record and their viewpoint.
Official wording
Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.aIdentify those responsible for the content of media messages.bDetermine whether those responsible for media messages have expertise about the topic.cIdentify resources that evaluate the reputations for accuracy of those responsible for media messages.dDetermine whether those responsible for media messages exhibit a perspective relevant to the topic.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.