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

Students find specific lines from a story or novel that back up their thinking, whether the answer is stated plainly in the text or requires reading between the lines.

Students identify the big lesson or message a story is built around, then trace how specific moments in the text show that message. They also summarize the story in their own words without mixing in personal opinions.

Students trace how a story's events build on each other and explain how characters act differently by the end than they did at the start.

Students figure out what words mean in context, including when a word is used figuratively or carries an emotional charge. They also explain how a specific word the author chose shapes the feeling or message 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 identify who is telling a story and track how the author shapes that narrator's personality, opinions, and feelings through specific word choices and details across the text.

Students compare reading a story or poem to watching or hearing it performed, noticing what the written words leave to imagination versus what a video or audio recording makes visible and concrete.

Students read two texts in different forms, such as a story and a poem on the same topic, and explain how each one handles the theme differently. The focus is on what changes when the same idea moves from one form to another.

Students read stories, plays, and poems at a middle school level of difficulty. Some texts will be challenging, and teachers help students work through the harder ones.

Students back up their answers with direct quotes or specific details from the article or passage, not just gut feelings. If it isn't in the text, it doesn't count as proof.

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 person, event, or idea gets introduced and built up across a nonfiction article or book. They look at the examples and stories a writer uses to develop that idea from one paragraph to the next.

Students figure out what unfamiliar or tricky words mean based on how they appear in a nonfiction passage. That includes slang-like expressions, emotional undertones, and specialized vocabulary tied to a specific subject.

Students explain why a specific paragraph or section appears where it does in an article or chapter, and what idea it builds or advances by sitting in that spot.

Students figure out what an author believes or wants readers to think, then point to specific sentences or details in the text that reveal it.

Reading a chart, a map, or a video alongside an article, students pull what they learn from each source together to build one clear picture of a topic.

Students read an author's argument and sort the claims that are backed by real evidence from the ones that are just stated without support.

Two sources can cover the same person or event but tell it differently. Students read both and explain what each author chose to include, leave out, or emphasize.

Students read real-world nonfiction, like articles, essays, and speeches, at a level typical for middle school. By the end of sixth grade, they handle that reading independently, with some support on harder texts.

Students back up their ideas about history readings with direct quotes or details pulled from the source itself, not from memory or general knowledge.

Students read a historical document or textbook passage, find the main idea, and write a summary in their own words, based only on what the source says, not on what they already think or believe.

Students read a history or social studies text and trace how a process unfolds, such as how a bill becomes a law or how a central bank adjusts interest rates.

Students figure out what history and social studies words mean by reading how they're used in context. Words like "amendment," "mercantilism," or "sovereignty" get defined by the sentences around them, not a glossary.

History and social studies texts are organized in different ways. Students learn to spot whether a passage walks through events in order, weighs two sides against each other, or explains what caused something to happen.

Students look at word choices and which facts an author includes or leaves out to figure out what that author believes or wants readers to think.

Students read a chart, graph, map, or photograph alongside written text and connect what both sources show. Together, the visuals and the words tell a fuller story than either one does alone.

Students learn to tell the difference between a stated fact, a personal opinion, and a claim backed by evidence and logic. Reading a history or social studies text, they ask: is this proven, believed, or argued?

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 students compare what each source says and explain how they differ.

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

Students find exact sentences or data from a science or technical text and use them to back up a point they are making. The evidence has to come from the text itself, not from memory or opinion.

Students read a science or technical article and identify its main point or conclusion. Then they summarize what the text actually says, leaving out their own opinions.

Students read a set of science or technical steps and carry them out in the right order, without skipping or reordering. This shows up in lab experiments, measurements, and hands-on tasks.

Students figure out what science and technical words, symbols, and terms mean by reading them in context. This includes things like chemical abbreviations, math notation, or vocabulary specific to a field.

Students look at how a science or technical article is organized and explain why the author broke it into sections. They figure out how each part builds on the others to make the whole topic clearer.

Students figure out why a science or technical writer chose to explain something, walk through steps, or describe an experiment. Is the author teaching a concept, guiding a task, or reporting results?

Students read a written explanation and a matching chart, diagram, or graph, then connect the two to build a fuller picture of what the text is teaching.

Students read science and technical writing and sort out what is proven fact, what is a researcher's careful conclusion, and what is an educated guess.

Students compare what they learn from a video, simulation, or experiment with what a written text says about the same topic, then explain what matches and what differs.

By the end of middle school, students read science and technical writing at grade level on their own, without help. Think lab reports, instruction manuals, and science articles.

Students pick a position on a topic and back it up with real reasons and evidence from sources. The argument stays focused and uses facts to persuade, not just opinions.

Students write an opening paragraph that states a clear position and lays out the reasons they plan to back up. The argument is organized so a reader can follow it from the start.

Students back up their argument with specific reasons and real evidence pulled from trustworthy sources. The goal is to show they actually understand the topic, not just have an opinion about it.

Students use connecting words like "because," "therefore," and "as a result" to show how each reason actually supports the argument. The goal is to make the logic clear, not just list points.

Writing calls for a different voice than texting a friend. Students learn to keep their word choice, tone, and sentences consistently formal from the first paragraph to the last.

The final paragraph wraps up the argument. Students write a conclusion that connects back to what they actually argued, not a new idea or a simple restatement of the opening.

Students write a report or explanation that goes deeper than facts alone. They pick the information that matters, organize it clearly, and explain what it means.

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

Students back up each point in their writing with facts, direct quotes, or specific details from what they read or researched. The goal is to give readers real evidence, not just general statements.

Students choose words and phrases like "for example," "as a result," or "in contrast" to connect ideas between sentences and paragraphs, so the writing moves in a clear, logical order.

Students choose exact words that fit the topic, including subject-specific terms a reader needs to understand the explanation. Vague words get swapped for ones that say exactly what is meant.

Writing uses a formal tone throughout, which means no slang, casual phrasing, or first-person opinions. Students keep that tone consistent from the opening sentence to the conclusion.

The final paragraph wraps up the main idea without introducing new topics. Students write a closing that fits what they explained, not a summary that just repeats every point word for word.

Students write a story about something real or made up, using specific details and a clear order of events to pull the reader through what happens.

Students open a story by setting the scene and introducing who's there, then arrange what happens in an order that makes sense as the story moves forward.

Students use conversation between characters, descriptive details, and scene pacing to make story events and people feel real on the page.

Students use words and phrases like "later that afternoon" or "across town" to move a story forward in time or shift the reader to a new place. These transitions keep the reader oriented as scenes change.

Narrative writing at this grade asks students to choose words that show exactly what something looked, sounded, or felt like. Vague words get swapped for sharper ones that put the reader inside the moment.

The ending of a narrative story wraps up in a way that feels earned, not tacked on. Students write a conclusion that grows naturally from what happened in the story, not a random final sentence.

Students write in a way that fits the situation: the right tone for the audience, the right structure for the task. A letter to a principal sounds different from a story for a friend, and students learn to make that shift on purpose.

Students revise and edit their writing with feedback from classmates and teachers. They plan, rework weak sections, or start fresh when a new approach would make the writing stronger.

Students use a computer to write, edit, and share their work online, including collaborating with classmates on a piece. They can type at least three pages in one sitting without stopping to hunt for keys.

Students pick a question, gather information from more than one source, and write up what they found. If the question stops working as they dig in, they adjust it and keep going.

Students pull facts and details from books and websites, check whether each source can be trusted, and put ideas into their own words or use direct quotes. They note where each piece of information came from.

Students pull quotes and details from what they read to back up their analysis or research. The evidence has to come from the actual text, not just from what students already think or believe.

Students read two different types of writing, such as a story and a poem that share a theme, and explain in writing how each one handles that theme differently.

Students read nonfiction books or articles, then pull out the author's main argument and judge whether each claim holds up. They show which claims have real evidence behind them and which ones don't.

Students write often, both in quick single-session tasks and in longer projects that take days of planning and revision. The goal is building the habit of writing for different reasons and different readers across every subject.

Students write a fact-based argument about a history, science, or technical topic. They state a clear claim, back it up with evidence from sources, and address the other side.

Students open an essay by stating their position on a topic, then name at least one opposing view and explain why their own argument is stronger. Evidence and reasons are arranged so the logic builds clearly from one point to the next.

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

Students use transition words and phrases to connect their argument's main point, opposing views, and supporting details so the writing flows as one clear line of thinking.

Writing about history, science, or technical topics calls for a professional tone. Students keep their language objective and consistent throughout, avoiding casual phrases or first-person opinions.

The final paragraph wraps up the argument by connecting back to the main claim. Students don't just stop writing; they close with a sentence or section that shows why their argument holds up.

Students write explanatory pieces about real topics, such as a historical event, a science experiment, or how a technical process works, explaining what happened or how something functions in clear, organized prose.

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 other visuals when those help readers follow the content.

Students back up their main idea with real facts, direct quotes, and specific details pulled from sources. The goal is to choose evidence that actually explains the topic, not just fills space.

Students connect sentences and paragraphs with transition words and phrases so readers can follow how one idea leads to the next.

In a science or history paper, students choose words that fit the subject exactly. Instead of "big" they write "substantial"; instead of "germs" they write "bacteria."

Writing for school subjects like history or science means keeping a professional tone throughout. Students avoid casual language and personal opinions, sticking to facts and evidence instead.

The final paragraph of an informational or science paper wraps up the main points without just repeating them word for word. Students write a closing that makes the whole explanation feel finished and grounded.

Writing in science, history, or other subjects should fit the assignment. Students learn to match how they write to what the task needs and who will read it.

Students revise and edit their writing with feedback from classmates and adults, asking whether the piece actually says what they meant for the intended reader. The goal is a stronger draft, not just a cleaner one.

Students use word processors and online tools to write and publish work for class, presenting facts and ideas in a clear, organized way.

Students pick a question about a history, science, or technical topic, find several sources that help answer it, and use what they learn to ask sharper follow-up questions. The goal is to dig deeper, not just confirm the first answer they find.

Students search print and digital sources using focused search terms, judge whether each source is credible, and quote or paraphrase findings in their own words with proper citations.

Students find specific facts, quotes, or details from nonfiction sources and use them to back up a point they are making in a paper or report.

Students practice writing regularly, sometimes over days or weeks with time to revise, sometimes in a single sitting. The goal is to get comfortable writing for different subjects, not just English class.

Students practice talking through ideas with classmates and teachers, in pairs and in groups. They listen closely 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 point to specific details from it when sharing or questioning ideas with classmates.

Students learn to run a group discussion with clear ground rules, assigned jobs, and a shared goal. Think structured group work where everyone knows their role and the conversation stays on track.

During class discussions, students ask focused questions and give answers with enough detail to actually move the conversation forward, not just agree or repeat what someone else said.

After a group discussion, students restate what others said in their own words and show they understood more than one point of view.

Students watch a video, read a chart, or listen to a speech, then explain in their own words what that source adds to the topic the class is 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 support.

Students organize a spoken presentation so the most important points come through clearly, backing them up with relevant facts and details. They make eye contact with the audience and speak loudly and clearly enough to be understood.

Students add images, graphics, or sound to a presentation to make their point clearer. The visuals or audio support the words, not just decorate them.

Students adjust how they speak based on the situation, using formal English for a class presentation or discussion and more casual language when the context allows for it.

Students apply correct grammar when writing sentences and speaking out loud. That means using the right verb forms, pronouns, and sentence structures without leaving the reader confused.

Students learn when to use "I" versus "me" versus "mine" and apply the same logic to every pronoun. The goal is choosing the right form depending on whether the pronoun is doing the action, receiving it, or showing ownership.

Students use intensive pronouns like "myself" or "herself" to add emphasis to the subject of a sentence. For example, they write "She built it herself" instead of just "She built it."

Students learn to spot and fix pronouns that don't match the noun they refer to or switch person mid-sentence. For example, if a sentence starts with "a student," it should follow with "he," "she," or "they," not "you."

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

Students spot grammar or usage errors in their own writing and in what they read or hear, then fix those errors using specific strategies like revising word choice or sentence structure.

Students correctly capitalize names and titles, use punctuation marks in the right places, and spell words accurately in their writing. These are the basic mechanics that make writing clear and easy to read.

Students add commas, parentheses, or dashes around extra information that interrupts a sentence without changing its meaning. Think of a phrase like "my teacher, Mr. Lopez, assigned homework" where "Mr. Lopez" is the bonus detail set apart by commas.

Students spell words correctly in their writing. This standard covers everything from everyday words to trickier vocabulary students are learning in sixth grade.

Students learn when to use formal language and when casual phrasing fits, then apply that judgment in their own writing and speaking.

Students practice mixing short and long sentences to make writing feel intentional rather than flat. The goal is to match sentence shape to meaning, not just follow a formula.

Writing stays in one voice from start to finish. Students learn to notice when a word or sentence sounds out of place and revise it to match the rest of the piece.

Students figure out what unfamiliar or tricky words mean while reading, using context clues, word roots, or a dictionary to find the right meaning for that sentence.

When students hit an unfamiliar word, they use the sentences around it to figure out what it means, rather than stopping to look it up.

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

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 that guess against the surrounding sentences or a dictionary to confirm they got it right.

Figurative language shows up in poems, stories, and everyday speech. Students learn to spot comparisons, idioms, and shades of meaning so they can understand what a writer really means, not just what the words say on the surface.

When a writer says the wind "screamed" or the sun "smiled," that's a figure of speech. Students learn to spot those comparisons and explain what they mean in the sentence.

Students figure out unfamiliar words by thinking about how they connect to words they already know. A word like "petal" makes more sense when you recognize it as part of a flower.

Words like "thrifty" and "stingy" mean roughly the same thing but feel different. Students figure out those emotional differences and choose words that fit the tone they want.

Students learn and correctly use the kinds of words that show up in textbooks and class discussions. When an unfamiliar word matters for understanding a passage or making a point, students look it up and add it to their working vocabulary.