Standards - English Language Arts

2021 - English Language Arts Course of Study Document
English Language Arts (2021) Grade(s): 6

ELA21.6.20

Choose language that maintains consistency in style and tone in a variety of formal and/or informal settings.

Unpacked Content

Knowledge

Students know:
  • Some settings require formal English language, while others permit more casual language.
  • Word choice and the organization of ideas can influence a speaker's style and tone.
  • Speakers should maintain a consistent style and tone in their speech.

Skills

Students are able to:
  • Identify formal and informal settings.
  • Use formal and informal language, depending on the setting.
  • Maintain consistency in language style and tone.

Understanding

Students understand that:
  • They should adapt the style and tone of their language for formal and informal settings.

Vocabulary

  • Style
  • Tone
  • Formal setting
  • Informal setting
English Language Arts (2021) Grade(s): 6

ELA21.6.21

Summarize ethical guidelines and explain how they govern the process of finding and recording information from primary, secondary, and digital sources, with guidance and support.

Unpacked Content

Knowledge

Students know:
  • Ethical guidelines for using primary, secondary, and digital sources in research.
  • Strategies for finding and recording information from primary, secondary, and digital sources.
  • Primary sources are firsthand accounts of events and provide raw information.
  • Secondary sources explain, analyze, or summarize primary sources.

Skills

Students are able to:
With guidance and support,
  • Summarize ethical guidelines for finding and recording information from a variety of sources.
  • Explain how ethical guidelines govern the process of finding and recording information from a variety of sources.

Understanding

Students understand that:
  • They must use ethical guidelines when using primary, secondary, and digital sources for research purposes.

Vocabulary

  • Ethical guidelines
  • Govern
  • Primary source
  • Secondary source
  • Digital source
  • Guidance
  • Support
English Language Arts (2021) Grade(s): 6

ELA21.6.22

Assess the relevance, reliability, and validity of information from printed and/or digital texts.

Unpacked Content

Knowledge

Students know:
  • Relevant information is connected closely to the topic and purpose of the text.
  • Reliable information is information that appears consistently in a variety of texts.
  • Valid information is considered to be accurate information.

Skills

Students are able to:
  • Assess the relevance, reliability, and validity of information in a variety of texts.

Understanding

Students understand that:
  • When engaging in research, they must determine the relevance, reliability, and validity of their printed and digital research sources.

Vocabulary

  • Relevance
  • Reliability
  • Validity
English Language Arts (2021) Grade(s): 6

ELA21.6.23

Use an audio or audio-visual source of information to obtain the answer to a question.

Unpacked Content

Knowledge

Students know:
  • Audio sources include only auditory information, while audio-visual sources include sounds and images.
  • Active listening skills.

Skills

Students are able to:
  • Use audio or audio-visual information sources to answer a question.

Understanding

Students understand that:
  • Audio and audio-visual sources can provide information to answer a variety of questions.

Vocabulary

  • Audio source
  • Audio-visual source

Aligned Learning Resources

ABC Bookmaking Builds Vocabulary in the Content Areas
Investigating the Holocaust: A Collaborative Inquiry Project
What Do You See? The Bombing That Rocked Birmingham
English Language Arts (2021) Grade(s): 6

ELA21.6.24

Write about research findings independently over short and/or extended periods of time.

Unpacked Content

Knowledge

Students know:
  • Research strategies.
  • Independent writing skills.

Skills

Students are able to:
  • Write about their research findings.

Understanding

Students understand that:
  • They can demonstrate their thorough understanding of a topic by writing about their research findings.
  • Some research projects will be shorter, while others will be longer.

Vocabulary

  • Research findings

Aligned Learning Resources

Tornadoes: Cause and Effect
For the Love of Ruby
The Distribution and Creation of Fossil Fuels: A Collaborative Jigsaw Research Project
More Than One Way to Create Vivid Verbs
Highlighting Out-of-School Language Expertise With Pop Culture Dictionaries
Finding the Science Behind Science Fiction Through Paired Readings
Tell and Show: Writing With Words and Video
Using Word Webs to Teach Synonyms for Commonly Used Words
Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
Literacy Strategies in the Science Classroom: Collaborative Jigsaw Research
English Language Arts (2021) Grade(s): 6

ELA21.6.25

Quote, paraphrase, and summarize information from sources and present findings, following an appropriate citation style, with guidance and support.

Example: MLA, APA

Unpacked Content

Knowledge

Students know:
  • Strategies to quote, paraphrase, and summarize information from research sources.
  • Writing skills to present research findings.
  • Citation styles, such as MLA and APA.

Skills

Students are able to:
With guidance and support,
  • Quote, paraphrase, and summarize information from research sources.
  • Present research findings through writing.
  • Appropriate use citation styles.

Understanding

Students understand that:
  • When writing about their research findings, they should follow appropriate citation styles to avoid plagiarism and ethically use content sources.

Vocabulary

  • Quote
  • Paraphrase
  • Summarize
  • Citation styles
  • Guidance
  • Support

Aligned Learning Resources

Cream of the Crop Comprehension: Invitation to Infer
English Language Arts (2021) Grade(s): 6

ELA21.6.26

Utilize research findings to communicate relevant details, opinions, and ideas about a topic or text in oral presentations.

Unpacked Content

Knowledge

Students know:
  • Research strategies.
  • Methods to create an oral presentation on a topic or text that includes relevant details, opinions, and ideas.
  • Oral presentation skills.

Skills

Students are able to:
  • Find research information on a topic or text.
  • Communicate relevant details, opinions, and ideas about a topic or a text in an oral presentation.

Understanding

Students understand that:
  • When orally presenting research findings, they should include relevant details, opinions, and ideas.

Vocabulary

  • Relevant details
  • Opinions
  • Oral presentation

Aligned Learning Resources

Finding the Science Behind Science Fiction Through Paired Readings
My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
English Language Arts (2021) Grade(s): 6

ELA21.6.26a

Answer questions in discussions about their research findings.

Unpacked Content

Knowledge

  • Strategies to answer questions in a discussion.

Skills

  • Answer questions about their research findings.

Understanding

  • After presenting research, they should be prepared to answer questions from the audience.

Vocabulary

  • Research findings
English Language Arts (2021) Grade(s): 6

ELA21.6.27

Discover word meanings by analyzing word parts, examining connotation and denotation, or using print or digital reference tools.

 

Unpacked Content

Knowledge

Students know:
  • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
  • Strategies for using print and digital reference tools.

Skills

Students are able to:
  • Use word parts, connotation, and/or denotation to determine word meanings.
  • Use reference tools to determine word meanings.

Understanding

Students understand that:
  • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.

Vocabulary

  • Word parts
  • Connotation
  • Denotation
  • Print reference tools
  • Digital reference tools

Aligned Learning Resources

Storyboard: Welcome to the Underworld
Gimkit Vocabulary Review
Welcome to the Underworld
Wall of Words
Wacky Words: Prefixes, Roots, and Suffixes
Inconceivable!: Using The Princess Bride to Assess Students
Greek and Latin Science Root Words
Finding the Science Behind Science Fiction Through Paired Readings
English Language Arts (2021) Grade(s): 6

ELA21.6.28

Discover word meanings through active listening in various contexts.

Examples: classroom discussion, oral presentations, digital formats

Unpacked Content

Knowledge

Students know:
  • Active listening skills.

Skills

Students are able to:
  • Learn the meanings of unfamiliar words through active listening in contexts such as classroom discussions, oral presentations, and digital formats.

Understanding

Students understand that:
  • They can learn the meaning of unfamiliar or unknown spoken words by using active listening skills.

Vocabulary

  • Active listening

Aligned Learning Resources

Gimkit Vocabulary Review
Inconceivable!: Using The Princess Bride to Assess Students
A Directed Listening-Thinking Activity for The Tell-Tale Heart
Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary
A Portrait of Our World: Making Connections and Developing Comprehension
Highlighting Out-of-School Language Expertise With Pop Culture Dictionaries
English Language Arts (2021) Grade(s): 6

ELA21.6.29

Use academic vocabulary in writing to communicate effectively.

Unpacked Content

Knowledge

Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Writing skills.

Skills

Students are able to:
  • Use academic vocabulary to communicate effectively through writing.

Understanding

Students understand that:
  • To clearly communicate in writing, they should utilize formal, academic vocabulary.

Vocabulary

  • Academic vocabulary

Aligned Learning Resources

Storyboard: Welcome to the Underworld
Alphabiography Project: Totally You
English Language Arts (2021) Grade(s): 6

ELA21.6.30

Use vocabulary to create specific reactions or effects when speaking in various classroom and digital situations.

Unpacked Content

Knowledge

Students know:
  • Using particular words in speech can create reactions or effects in the audience.

Skills

Students are able to:
  • Select particular vocabulary to create specific reactions and effects when speaking to an audience.

Understanding

Students understand that:
  • Word choice in speech can affect the audience and create particular reactions.

Vocabulary

  • Vocabulary
  • Specific reactions
  • Specific effects

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