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Three Village School District

Grades 6 is part of the 6,7,8  Middle Level Grade Band.




  • Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences

  • Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text 

  • In literary texts:

    • describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution

    • analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme/central idea, setting, or plot

  •   In informational texts:

    •  analyze how individuals, events, and ideas are introduced, relate to each other, and are developed

    • analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme/ central ideas

  • Determine the meaning of words and phrases used in a text, including figurative and connotative meanings

  • Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings

  • Identify the point of view and explain how it is developed and conveys meaning

  • Explain how an author’s geographic location or culture affects his or her perspective

  • Compare and contrast how different formats, including print and digital media, contribute to the understanding of a subject

  • Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not

  • Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences



  • Write arguments to support claims with clear reasons and relevant evidence, using credible sources

  • Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim, and organize the reasons and evidence logically

  • Use precise language and content-specific vocabulary to argue a claim or explain a topic

  • Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts

  • Provide a concluding statement or section that explains the significance of the argument presented

  • Establish and maintain a style appropriate to the writing task

  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

  • Introduce a topic clearly; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect

  • Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include formatting, graphics, and multimedia when useful to aid comprehension

  • Use appropriate transitions to create cohesion; clarify the relationships among ideas and concepts; provide a concluding statement or section

  • Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and sequencing

  • Use narrative techniques, such as dialogue and description, to develop experiences, events, and/or characters

  • Use a variety of transitional words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another

  • Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

  • Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience

  • Draw evidence from literary or informational texts to support analysis, reflection, and research

  • Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate

  • Gather relevant information from multiple sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and provide basic bibliographic information for sources.


and Listening Strand

  • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others

  • Come to discussions prepared, having read or studied required material; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

  • Follow norms for collegial discussions, set specific goals and deadlines, and define individual roles as needed

  • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

  • Consider the ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

  • Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study

  • Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not

  • Present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear enunciation

  • Include digital media and/or visual displays in presentations to clarify information and emphasize and enhance main ideas or themes

  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Language Strand

              *The  Language Strand identifies Conventions of Standard English and Core     

               Convention skills that develop from Grade 6 - Grade 8. 

  • Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking

    • Ensure that pronouns are in the proper case (subjective, objective, and possessive)

    • Recognize and correct inappropriate shifts in pronoun number and person

    • Explain the function of phrases and clauses in general, as well as in specific sentences

    • Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

    • Use simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

    • Explain the function of verbals (gerunds, participles, infinitives).

    • Form and use verbs in the active and passive voice and recognize and correct inappropriate verb shifts

  • Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

    • Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing

    • • Use punctuation (comma, ellipsis, dash) to indicate a pause or break

    • • Use an ellipsis to indicate an omission

  • Use knowledge of language and its conventions when writing, speaking, reading, or listening

  • Vary sentence patterns for meaning, reader/listener interest, and style

  • Maintain consistency in style and tone

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies

  • Use 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

  • Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible)

  • Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech

  • Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings including personification

  • Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words

  • Distinguish among the connotations of words with similar denotations (e.g., stingy, scrimping, economical, unwasteful, thrifty)

  • Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression

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