What does a student learn in StateMichigan,GradeGrade 6,SubjectEnglish Language Arts?

Students back up their answers about a story with direct quotes or details from the text, not just gut feelings. They also explain what the text hints at, even when it isn't stated outright.

Students find the big lesson or message a story is built around, then point to specific moments in the text that show it. They also summarize the story in their own words without letting their own opinions sneak in.

Students trace how a story's plot builds episode by episode and explain how characters shift or grow as events push toward an ending.

Students figure out what words mean in context, including when language is figurative or emotionally charged. They also look at how a single word choice shifts the feeling or meaning of a passage.

Students look at a specific sentence, scene, or stanza and explain how it fits into the story's structure and what it adds to the plot, setting, or theme.

Students figure out who is telling a story and how the author shapes that narrator's voice, feelings, and perspective through word choice and detail.

Students compare reading a story or poem to watching or hearing it performed, noticing what the words alone put in their head versus what a video, recording, or live actor actually shows and sounds like.

Two texts can tell the same kind of story in very different ways. Students read a story and a poem (or two novels in different genres) on the same topic and explain how each one handles the theme differently.

Students read novels, plays, and poems at a sixth-through-eighth-grade level by the end of the year. Some of the harder texts come with extra support from the teacher.

Students back up their answers with direct quotes or details from the text, not just gut feelings. They also explain what the text implies, even when the author doesn't say it outright.

Students find the main point of a nonfiction passage and explain which details support it. They also write a short summary that sticks to what the text says, leaving out their own opinions.

Students trace how a nonfiction text builds on a person, event, or idea: where it first appears, what examples the author uses to explain it, and how the details add up across the piece.

Students figure out what unfamiliar words mean based on how they're used in a nonfiction passage, whether those words carry a technical meaning, a shaded emotional meaning, or a figurative one like a metaphor.

Students figure out why a specific paragraph or section appears where it does in a piece of nonfiction. They explain how that part builds, supports, or shifts the ideas around it.

Students figure out what an author believes or wants readers to think, then point to specific sentences that show it. It's the difference between what a text says and why the author chose to say it.

Reading a map, chart, or video alongside a written article, students pull the information together to build one clear picture of a topic.

Students read a nonfiction text and decide which claims the author actually backs up with facts or reasons. They learn to spot when an author is just asserting something versus when real evidence is there to support it.

Two accounts of the same event can tell very different stories depending on who wrote them. Students read two texts on the same topic and explain how each author's choices shape what the reader sees.

Students read real-world nonfiction, such as speeches, essays, and memoirs, at a sixth-through-eighth-grade level. Some texts may be challenging, and that's expected.

Students back up their claims about history articles, letters, or other sources by pointing to exact sentences or details from the text itself.

Students read a historical document or textbook passage, identify the main idea, and summarize it in their own words without mixing in personal opinions or outside knowledge.

Students read a history or social studies passage and trace the steps of a process in order, such as how a bill becomes a law or how a government decision gets made.

Students figure out the meaning of history words and phrases by looking at how they're used in context. That includes terms tied to specific events, time periods, or social studies topics that don't show up in everyday conversation.

A history article can lay out events in time order, compare two sides, or explain what caused something to happen. Students identify which of those patterns a writer used and explain how that choice shapes the information.

Students figure out where an author stands on a topic by noticing which facts were included, which were left out, and whether certain words are chosen to push the reader toward a particular feeling.

Students connect what they read in text with what they see in charts, maps, photographs, or graphs to get a fuller picture of a historical topic.

Students learn to tell the difference between a statement that can be proven, a personal view, and a conclusion backed by evidence. Reading a history article or social studies passage, they ask: is this a fact, a belief, or a reasoned argument?

Students read two sources about the same historical event, one written by someone who was there and one written later by a historian or journalist. Then they explain how the accounts differ and why those differences matter.

Students read history and social studies texts at the level expected for middle school, working through them on their own without needing extra support.

Students read a science or technical text and back up their thinking with direct quotes or specific details from that text, not just their own opinion.

Students read a science or technical text and identify the central idea, then summarize it in their own words without mixing in personal opinions or outside knowledge.

Students read step-by-step instructions in science or technical work and follow them exactly, in order, without skipping steps. This applies to lab experiments, measurements, and hands-on tasks.

Students figure out what science and technical vocabulary means by using context clues in the text. This includes reading symbols and specialized terms the way they appear in lab reports, diagrams, and textbooks.

Students look at how a science or technical article is organized, noticing how each section builds on the others to make the full topic easier to understand.

Students figure out why a science or technical writer included a specific section. Is the author explaining a concept, walking through steps, or reporting what an experiment showed? The purpose shapes how to read it.

Students read a science or technical text and connect what the words explain to what a matching chart, diagram, or graph shows. The goal is to use both together to get the full picture.

Students sort the claims in a science or technical text into three groups: solid facts, conclusions the author drew from research, and guesses that still need proof.

Students read about a science topic, then compare what they learned from a video, simulation, or experiment to what the text said. They look for what matches, what differs, and what one source explains better than the other.

Students read science and technical writing at a sixth-through-eighth-grade level on their own, without help decoding the vocabulary or following the explanations.

Students write a paragraph or essay that takes a clear position on a topic, then back it up with reasons and real evidence from a source. The goal is to convince a reader, not just share an opinion.

Students open an argument by stating a clear position, then arrange their reasons and supporting details in an order that makes sense to a reader.

Students back up their main argument with reasons and facts pulled from reliable sources. The evidence should connect directly to the point they're making, not just fill space.

Students use connecting words and phrases like "because," "as a result," and "for example" to show how their reasons back up their argument. This helps readers follow the logic from one idea to the next.

Writing uses complete sentences, objective word choices, and a consistent tone throughout. Students avoid slang, casual phrasing, and first-person opinions when the assignment calls for formal writing.

The final paragraph wraps up the argument. Students write a conclusion that connects back to their main claim, not just a restatement of it.

Students write a report or explanation that lays out what they know about a topic. They pick the most useful facts, put them in a clear order, and explain what those facts actually mean.

Students open an informational piece by naming the topic clearly, then arrange ideas using comparisons, causes, or categories. They add headings or charts when those help a reader follow along.

Students back up each main point with facts, definitions, or direct quotes pulled from their research. The details they choose should actually connect to the topic, not just pad the page.

Students pick transition words and phrases that show how ideas connect, such as "for example," "as a result," or "in contrast." The goal is helping readers follow the logic from one point to the next.

Students choose exact words and subject-specific terms to explain a topic clearly. A vague word like "big" gets replaced with a precise one like "massive" or a specific measurement.

Writing in a formal style means dropping casual words and phrases a student might text to a friend. In informational writing, students keep a consistent, professional tone from the first sentence to the last.

The final paragraph wraps up the explanation, not just stops it. Students write a conclusion that connects back to what they actually explained, leaving the reader with a clear sense that the piece is finished.

Students write a story, real or imagined, with a clear sequence of events and specific details that bring characters and moments to life.

Students open a narrative by setting the scene and introducing who the story follows, then arrange events in an order that makes sense as the story moves forward.

Students use dialogue, scene description, and pacing to make characters and events feel real on the page, not just summarized.

Students use words and phrases like "later," "meanwhile," or "by the time" to move readers smoothly between moments and places in a story. The transitions show when time has passed or the scene has changed.

Students choose specific words and sensory details (what something looks, sounds, or feels like) to bring a story's moments to life. Vague words get swapped for ones that put the reader right there.

The ending of a narrative essay should feel earned. Students write a conclusion that grows naturally out of what happened in the story, not one that drops in out of nowhere.

Students match their writing style and structure to the assignment. A story, an argument, and a lab report each call for a different approach, and students learn to recognize which one fits.

Students improve a piece of writing by planning it out, revising what's unclear, editing for errors, or starting fresh when something isn't working. A teacher or classmate helps along the way, but the writer does the work.

Students use computers to write, edit, and share their work online, and can type at least three pages in one sitting without stopping.

Students pick a question, find answers across multiple sources, and adjust their focus if the research leads somewhere new. It's the same process a journalist or curious adult uses to look something up properly.

Students find useful information from books and websites, check whether each source can be trusted, and then quote or paraphrase what they found. They cite where the information came from so readers can verify it.

Students pull direct quotes and specific details from stories or nonfiction passages to back up their ideas in writing. The evidence has to connect clearly to the point they're making.

Students read two or more pieces of literature and write about how each one handles the same theme or topic differently. A story and a poem about loss, for example, tell it in their own way, and students explain what changes between them.

Students read nonfiction books or articles and decide which claims the author actually backs up with facts or reasons, and which ones are just stated without proof.

Students practice writing regularly, both in quick single-sitting tasks and in longer projects that take days. They write for different reasons and different readers across their classes, not just in English.

Students write a clear argument about a history, science, or technical topic, using facts and evidence from sources to support a claim and address the other side.

Students open a history, science, or social studies paper by stating their position clearly, naming the opposing view, and arranging their reasons in a logical order.

Students back up their claims with facts and data pulled from trustworthy sources, showing they understand the topic well enough to choose evidence that actually fits their argument.

Students connect their argument's moving parts with transition words and phrases that show how each reason, counterargument, and piece of evidence relates to their main claim. The writing holds together as one clear line of thinking, not a list of separate points.

Writing about history, science, or technical topics means keeping a serious, consistent tone throughout. Students avoid casual language, slang, and first-person opinion and write the way a textbook or report would read.

The final paragraph wraps up the argument, not just the topic. Students write a conclusion that connects back to their claim and leaves the reader with a clear sense of why the argument matters.

Students write to explain: how a historical event unfolded, how a science experiment works, or how a technical process runs step by step. The writing is factual and organized, not a story or opinion piece.

Students open an informational piece with a clear introduction that tells readers what's coming, then group related ideas under headings or sections. They add charts, tables, or visuals wherever those help the reader follow along.

Students pick specific facts, details, or quotes that actually support their topic, not just anything related to it. The evidence should make the point clearer, not just longer.

Students practice connecting paragraphs and ideas with transition words and phrases so the writing flows clearly from one point to the next, not just lists facts side by side.

In history, science, or technical writing, students choose exact words for the subject they're covering. A paper about earthquakes uses terms like "fault line" and "magnitude" rather than vague words like "big crack" or "really strong."

Writing in science, history, or technical classes means keeping opinions out and sticking to facts. Students use formal language, not casual phrasing, so the writing sounds like a report rather than a conversation.

Students write a closing sentence or paragraph that wraps up the information they explained, not just repeating it but showing why it matters. The ending should feel earned by what came before it.

Writing in history, science, or other subjects should match what the assignment asks for. Students learn to adjust how they organize and explain ideas based on whether they're writing a lab report, a historical argument, or a research summary.

Students revise and improve their writing with feedback from classmates and teachers, asking whether the piece says what they meant to say and actually works for the reader it was written for.

Students use computers and the Internet to write, format, and publish work that shows how ideas connect. The finished piece is clear enough that a reader can follow the logic without help.

Students pick a question about a history, science, or technical topic, gather information from several sources, and use what they find to ask sharper follow-up questions that push the research further.

Students find information from books and websites using smart search terms, then check whether each source is trustworthy before quoting or paraphrasing it. They credit every source they use.

Students pull facts, details, and direct quotes from nonfiction sources to back up their own analysis or research. The goal is to connect what they read to what they write, using the text as proof.

Students write regularly in science, history, and other subjects, sometimes working on a piece over several days and sometimes finishing in one sitting. The goal is to get comfortable writing for different reasons and different readers.

Students practice talking through ideas with classmates and teachers, in pairs and in groups. They listen well enough to build on what someone else said, then add their own thinking clearly.

Students read or study the assigned material before a group discussion, then use specific details from it to ask questions and push the conversation deeper.

Students learn to run a group discussion with real structure: agree on what the group needs to accomplish, set a deadline, and decide who handles what.

Students ask focused questions and give detailed responses that move a class discussion forward, not just agree or restate what someone else said.

After a group discussion, students restate what others said in their own words and show they understood different viewpoints, not just their own.

Students watch a video, read a chart, or listen to a speech, then explain how that source adds to what the class is already studying. The goal is connecting information across different formats, not just summarizing each one.

Students listen to a speaker and sort out which points are backed by real reasons or facts and which are just opinions stated without support.

Students give a short talk that makes a clear point, backs it up with relevant facts, and delivers it at a volume the room can hear, with steady eye contact and words spoken clearly enough to follow.

Students add images, charts, or sound to a presentation to make the information clearer. The visuals and audio do real work, helping the audience follow and understand the main points.

Students learn when to shift from casual conversation to formal speech, adjusting how they talk based on the situation. A classroom presentation sounds different from a chat with friends, and students practice knowing which tone fits which moment.

Students apply the grammar rules of standard written and spoken English: choosing the right verb forms, pronouns, and sentence structures. This shows up in essays, class discussions, and any time students put words together for an audience.

Students learn when to write "I" versus "me" versus "mine" in a sentence. Each pronoun has a job, and this standard is about putting the right one in the right spot.

Students learn to use intensive pronouns like "myself" or "herself" to add emphasis to a sentence. For example, "I built it myself" stresses that no one else did the work.

Students learn to spot and fix pronouns that shift mid-sentence, like switching from "everyone" to "they" or from "I" to "you" without reason. It keeps writing consistent and easy to follow.

Students learn to spot pronouns like "it" or "they" when it's unclear what word those pronouns are replacing, then rewrite the sentence so the meaning is obvious.

Students spot grammar or word-choice mistakes in their own writing and in what others say or write, then fix those mistakes using clear, standard English.

Students apply standard capitalization, punctuation, and spelling in their own writing. That means knowing when to capitalize, where commas and other marks belong, and how to spell words correctly.

Students learn when to use commas, parentheses, or dashes to add extra information inside a sentence without breaking its meaning. The added detail could be removed and the sentence would still make sense.

Students are expected to spell words correctly in everything they write, from class assignments to tests. Sixth grade is when spelling mistakes stop being overlooked and start counting against the final grade.

Students choose words and sentence structures that fit the situation: a text to a friend reads differently than an essay for class. This standard is about knowing when and how to shift your language to match what the moment calls for.

Students learn to mix up their sentence structures on purpose, not just for variety, but to control how a piece of writing feels and what it emphasizes. Short sentences punch. Longer ones build momentum.

Writing should sound like the same person all the way through. Students learn to keep their word choice and mood consistent so a paragraph doesn't shift from casual to formal without reason.

When students hit an unfamiliar word, they figure out what it means by using context clues, word roots, or a dictionary. The goal is knowing which tool to reach for, and when.

Students figure out what an unfamiliar word means by reading the sentences around it. The surrounding words, and where the mystery word sits in the sentence, give enough clues to make a reasonable guess.

Students use familiar Greek and Latin word parts, like roots and prefixes, to figure out the meaning of unfamiliar words. Knowing that "aud" means hear, for example, helps unlock words like "audible" and "audience."

Students look up unfamiliar words in a dictionary or thesaurus, print or online, to confirm how a word is pronounced, what it means, or how it functions in a sentence.

Students make a guess at what an unfamiliar word means, then check it. They confirm the guess by testing it in context or looking the word up in a dictionary.

Students learn to spot figurative language like metaphors and idioms, and to notice how words shift meaning depending on context. They practice choosing words that say exactly what they mean.

Students read a sentence and figure out what a figure of speech actually means. For example, they explain why "the wind whispered through the trees" doesn't mean the wind can literally talk.

Students use the connection between two words to figure out what each one means. Knowing that "drought" causes "famine," for example, helps students understand both words at once.

Words can share a basic meaning but feel very different. Students figure out why "thrifty" sounds like a compliment while "stingy" sounds like an insult, even though both words describe someone careful with money.

Students learn and correctly use the precise words a topic demands. When an unfamiliar word matters for understanding a passage or making a point, students look it up and put it to work in their own writing and discussion.