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

Students find quotes and details from historical documents or textbooks that back up their answers. They point to the exact line or passage, not just a general idea from the reading.

Students read a historical source (a diary entry, a textbook passage, a speech) and sum it up in their own words, sticking to what the source actually says rather than what they already believe or think.

Students read a history or social studies text and trace the steps in a process, like how a bill becomes a law or how prices change when interest rates shift.

Students figure out what history and social studies words mean by reading how they're used in context. Think terms like "amendment," "inflation," or "treaty" showing up in a textbook passage.

History and social studies texts don't all tell stories the same way. Students figure out whether an author laid out events in time order, compared two sides, or explained what caused something to happen.

Authors make choices about what to include, what to leave out, and which words to use. Students spot those choices in history and social studies readings to figure out what the author believes or wants the reader to think.

Students connect what they see in a chart, map, or photo to what they read in the same article or source. Together, the visuals and the text tell a more complete story than either one does alone.

Reading a history or social studies passage, students identify which statements are proven facts, which are personal opinions, and which are conclusions backed by evidence but open to debate.

Students read two sources on the same event or topic, one written by someone who was there and one written later by someone who wasn't. Then they explain how the two accounts differ and what each one adds.

Students read history and social studies materials at a middle-school level on their own, without help. This means handling textbook chapters, primary sources, and articles that use the kind of formal, fact-dense language those subjects require.

Students back up their answers with direct quotes or details from the story. They also explain what the text implies, not just what it says out loud.

Students figure out the main message of a story and explain how specific moments or details reveal that message. They also write a short summary that stays focused on what the text is actually about.

Students trace how a story's events build on each other and explain how characters grow or change by the time the story ends.

Students figure out what words mean in context, including when an author uses figurative language like a metaphor or simile. They also look at how a single word choice shifts the feeling or mood of a passage.

Students look at one sentence, scene, or stanza and explain how it shapes the story's plot, setting, or theme. The goal is to see how a single piece fits the whole.

Students identify who is telling a story and track how the author shapes that narrator's voice, attitude, and perspective across the text.

Students compare reading a story or poem to watching or hearing it performed. They notice what their imagination creates on the page versus what the audio, video, or live version actually shows and sounds like.

This standard doesn't apply to literature. Literary analysis focuses on story elements like character, theme, and plot rather than evaluating arguments or evidence, which is where this standard lives in other subject areas.

Two pieces of writing can tackle the same idea in very different ways. Students read a story and a poem (or two other genres) on the same topic and explain what each one does differently and what they share.

Students read stories, plays, and poems that get progressively harder over the course of sixth grade. By year's end, they handle texts at a sixth-to-eighth-grade level with only occasional support.

Students back up their answers with direct quotes or details from the text. That includes what the text says outright and what students figure out by reading between the lines.

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

A person, event, or idea in a nonfiction text doesn't just appear once. Students track how the author introduces it, builds on it with examples, and adds detail as the text moves forward.

Students figure out what unfamiliar words mean by using context clues in the text. That includes words used figuratively, words with emotional weight, and subject-specific terms like those in a science article or history chapter.

Students explain why a specific paragraph or section appears where it does in an article or chapter, and what it adds to the idea being built. Structure is a choice, and this standard asks students to notice it.

Students figure out why an author wrote a piece and what the author believes about the topic. Then students point to specific sentences or details that show it.

Students read full-length nonfiction books, articles, and essays written at a sixth-through-eighth-grade level. Harder texts get extra support when needed.

Students read science and technical writing, then back up their thinking with specific lines or details from the text. They point to the source, not just their own opinion.

Students read a science or technical passage and identify the main point or conclusion the author is making. Then they summarize it in their own words, sticking to what the text actually says rather than what they already think or believe.

Students read a science or technical procedure and follow each step in the right order, whether they're running an experiment, taking a measurement, or completing a hands-on task. Getting the sequence right matters as much as understanding the words.

Students figure out what technical words, symbols, and terms mean by reading how they're used in science or technical writing. That could mean a chemistry symbol, a math term, or a label on a diagram.

Students break down how a science or technical article is organized, looking at how each major section builds on the others to explain the full topic.

Students read science or technical writing and figure out why the author wrote it: to explain how something works, walk through a process step by step, or report on an experiment. The goal is understanding the author's reason for writing, not just the facts on the page.

Students read a science or technical text and match what the words say to what a chart, diagram, or graph shows. They practice moving between sentences and visuals to understand the full picture.

Reading a science or technical article, students identify which statements are proven facts, which are conclusions an author drew from research, and which are just guesses.

Students read about a science topic, then compare what they learned from a video, simulation, or experiment to what the text said. The goal is to spot where the sources agree, differ, or fill in gaps the other leaves out.

Students read science articles, lab instructions, and technical writing at a level that matches their grade. By eighth grade, they handle these texts on their own without extra support.

Students write a fact-based argument about a history, science, or technical topic. They back up their position with evidence from sources, address the other side, and hold the reasoning together throughout.

Students write a clear opening statement that takes a position on a topic, then address the opposing side honestly before laying out their reasons in a logical order.

Students back up their argument with facts, data, and sources that are actually trustworthy, explaining how each piece of evidence connects to the point they're making.

Students use transition words and phrases to connect their argument's main claim to the opposing view and the evidence behind each. The goal is a paragraph where every sentence links clearly to the one before it.

Writing for school or work calls for a different tone than texting a friend. Students use formal word choices and a consistent, professional voice throughout a piece of writing.

Students write a closing that wraps up their argument, not just stops it. The final sentences tie back to the evidence and reasoning in the piece, so readers leave with a clear sense of what was argued and why it holds up.

Students write to explain: a history event, a science experiment, or how a technical process works. The writing sticks to facts and walks readers through what happened or how something works, step by step.

Students open an informational piece with a clear introduction that signals what's coming, then group related ideas under headings or sections. Charts, tables, or images get added wherever they help a reader understand the content faster.

Students back up their main idea with facts, quotes, and specific details chosen because they actually prove the point, not just because they fit the topic.

Students choose transition words and phrases that show how ideas connect, such as signaling a cause, a contrast, or a next step. The goal is a paragraph where each sentence leads naturally into the next.

Students choose exact words and subject-specific terms to explain a topic clearly. A science report uses words like "photosynthesis" or "organism" instead of vague phrases like "plant stuff."

Writing about history, science, or social media topics calls for a specific voice. Students write in a formal, neutral tone, avoiding personal opinions, slang, and first-person language.

The final paragraph wraps up what students explained, not just stops abruptly. Students write a closing that connects back to the main idea without repeating it word for word.

This standard doesn't apply at grades 6 through 8. Narrative writing (the kind that tells a story with scenes and characters) is covered in the main ELA writing standards, not in history, science, or technical subjects.

Students write clearly and in a way that fits the assignment. That means choosing the right tone, structure, and level of detail for who will read it and why.

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

Students use word processors, websites, or other digital tools to write, format, and publish work that shows how ideas connect.

Students pick a question, find answers across several sources, and follow up with new questions that dig deeper into the topic. Short research projects build the habit of thinking past the first answer.

Students learn to search for information across books and websites, judge whether each source can be trusted, and use facts and quotes from those sources in their own words with proper credit given.

Students find quotes and details from nonfiction sources, then use them to back up a point in their writing. The evidence has to come from the actual text, not from memory or opinion.

Students write often, in both quick assignments and longer projects, across history, science, and technical classes. The goal is building the habit of writing for different reasons and different readers, not just in English class.

Students write a paragraph or essay that takes a clear position and backs it up with specific evidence from a text or 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 goal is to show they understand the topic, not just have an opinion about it.

Students practice linking their argument's main point to each reason using connecting words like "because," "therefore," or "as a result." This keeps the logic clear so readers can follow the thinking from one sentence to the next.

Writing an argument means sounding like a reliable source, not a text message. Students choose words and sentence structures that fit a school essay, and they keep that tone consistent from the first sentence to the last.

The final paragraph wraps up the argument. Students write a conclusion that connects back to their claim and leaves the reader with a clear sense of where the argument landed.

Students write a focused explanation of a real topic, choosing facts and details that matter, then organizing them so a reader can follow the thinking from start to finish.

Students open an informational piece by naming the topic clearly, then arrange their ideas using tools like comparison or cause and effect. They add headings, charts, or other visuals wherever those help a reader follow along.

Students back up the main topic with facts, real examples, and direct quotes pulled from their sources. The goal is to give readers enough detail to actually understand the subject, not just a surface-level summary.

Students choose words and phrases like "for example," "as a result," or "in contrast" to show how ideas connect. These linking words help readers follow the logic from one paragraph to the next.

Students choose exact words and subject-specific terms to explain their topic clearly. A science report, for example, uses words like "photosynthesis" instead of "the food thing plants do."

Writing to inform means keeping a professional tone throughout. Students avoid casual words, slang, and first-person opinions so the writing stays focused and credible.

The final paragraph ties the whole piece together. Students write a conclusion that connects back to what they explained, so the writing feels finished rather than cut off.

Students write a story, real or made up, with a clear sequence of events and details that bring the experience to life. The writing has structure: a beginning that draws readers in, a middle that builds, and an ending that lands.

Students open a story by setting up where and when it happens, introducing who the reader will follow, and arranging events in an order that makes sense.

Students write stories using tools like character dialogue and scene description to make events feel real and characters feel like actual people.

Narrative writing asks students to guide readers through a story by using transition words and phrases like "later that evening" or "across town" to mark when time jumps or the scene changes.

Students choose words that put readers inside a scene, picking details that show what something looks, sounds, or feels like instead of just telling what happened.

Students write a closing that wraps up the story naturally, not just stops it. The ending grows out of what happened, so readers feel the narrative is finished.

Students write pieces that fit the job: the right structure, tone, and level of detail for who will read it and why. A persuasive letter sounds different from a personal story, and both sound different from a lab report.

Students revise and improve their writing by planning ahead, getting feedback from classmates or a teacher, and editing until the piece is stronger. The goal is learning to fix what isn't working, not just polishing the first draft.

Students use a computer to write, revise, and publish their work online. They also collaborate with classmates digitally and type well enough to complete writing assignments without slowing down.

Students pick a question, gather information from more than one source, and write up what they find. If the research leads somewhere unexpected, they adjust the question and keep going.

Students find information from books and websites, check whether each source can be trusted, and then use quotes or their own words to support their writing. They also list where the information came from.

Students practice pulling quotes and details from stories or nonfiction passages to back up their own ideas in writing. The evidence has to connect clearly to the point they are making.

Students pick two pieces of writing, such as a story and a poem on the same topic, and write about how each one handles that topic differently. The writing shows they read closely, not just that they finished the book.

Students read nonfiction articles or books and use them as evidence in their writing. They show which claims in a source are backed by solid reasons and which ones are not.

Students practice writing often, both in short bursts and across longer projects. They write for different subjects, purposes, and readers, building the habit of getting words on the page no matter the assignment.

Students hold conversations with classmates and teachers, listening well enough to connect their own ideas to what someone else just said. This works in pairs, small groups, and full-class discussions.

Students show up to class discussions ready to talk, having already read the material. They back up what they say with specific details from the text, not just opinions.

Students practice running a real group conversation: agreeing on what to accomplish, setting a time limit, and deciding who handles what so the discussion stays on track.

Students ask focused questions and respond with real details, not just yes or no answers. The goal is to push the conversation further, not just fill a turn.

After a group discussion, students sum up 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 in their own words what it adds to what the class is already studying.

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

Students stand up and speak clearly about a topic, organizing their ideas in a logical order and backing them up with relevant facts and details. They also practice looking at their audience and speaking at a volume the whole room can hear.

Students add images, charts, or sound clips to a presentation to make the main idea clearer. The visuals or audio support what they're saying, not just decorate the slides.

Students adjust how they speak depending on the situation. A class presentation calls for formal language; a small-group discussion does not.

Students write and speak using correct grammar. That means choosing the right pronouns, verb tenses, and sentence structures whether they are typing an essay, writing by hand, or answering a question out loud.

Students learn when to use "I" versus "me" versus "mine" and apply the right form in their own writing and speech.

Students use pronouns like "myself" or "themselves" to add emphasis to a sentence. Instead of just "I did it," they might write "I did it myself" to make a point land harder.

When a sentence starts with "he" or "she," it should stay that way throughout. Students spot and fix places where pronouns shift without reason, like switching from "she" to "they" mid-sentence.

When a pronoun like "it" or "they" could refer to more than one thing, students fix the sentence so the reader knows exactly what the pronoun means.

Students spot grammar and usage mistakes in their own writing and in what they hear from others, then fix those mistakes to make their meaning clearer.

Students practice the mechanical rules of written English: when to capitalize, where to place commas and periods, and how to spell correctly. These are the details that make writing readable.

Commas, parentheses, and dashes can tuck extra information into a sentence without breaking it. Students practice spotting that bonus detail and punctuating it correctly so the sentence stays clear.

Students practice spelling words correctly in their writing, including words with tricky patterns and commonly confused words like "their" and "there."

Students choose words and sentence structures on purpose, adjusting how they write or speak depending on whether the audience is a friend, a teacher, or a crowd.

Students practice writing sentences in different forms so the writing holds a reader's attention and says exactly what they mean. Short sentences punch. Longer ones build rhythm and detail.

Students learn to keep their writing sounding like one voice from start to finish. A formal essay stays formal; a casual piece doesn't suddenly shift into stiff, textbook language.

When students hit an unfamiliar word, they figure out what it means by using context clues, word roots, or a dictionary. This standard is about choosing the right strategy for the situation, not just guessing.

When students hit an unfamiliar word, they look at the surrounding sentences and where the word sits in the sentence to figure out what it means. No dictionary needed.

Students use familiar Greek and Latin word parts, like "aud" meaning hear, to figure out the meaning of an unfamiliar word. Knowing a root can unlock several related words at once.

Students look up unfamiliar words in a dictionary or thesaurus, print or online, to confirm the exact meaning, how a word is used in a sentence, or how it is pronounced.

Figurative language gives words meaning beyond the literal. Students recognize phrases like "it's raining cats and dogs," spot how related words connect, and notice the small differences in meaning between words that seem similar.

Figures of speech give human qualities or unexpected comparisons to ideas and objects. Students read a sentence and figure out what a phrase like "the wind whispered" or "time flew by" actually means in context.

Students use word relationships to sharpen meaning. Knowing that a "fin" is part of a fish, or that drought causes famine, helps students figure out what each word actually means on its own.

Words can share a basic meaning but feel very different. Students learn to notice how "thrifty" sounds admiring while "stingy" sounds like a criticism, even though both describe someone careful with money.

Students learn and correctly use words that show up across subjects, like "analyze" or "summarize," and words tied to a specific topic, like "ecosystem" or "legislature." When an unfamiliar word matters for understanding, students figure out what it means and add it to their working vocabulary.