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

Students back up their ideas about a story or poem with direct quotes and details from the text. They also explain what the text implies, not just what it says outright.

Students identify the main message of a story and point to specific details that show how the author builds it. They also summarize what happens in the text without mixing in their own opinions.

Students trace how a story's events build on each other and watch how characters shift or grow as the story moves toward an ending.

Students read myths, folktales, or oral stories and identify recurring themes and character types, then explain how the story's structure reflects or shapes the culture it comes from.

Students read stories and poems by Hispanic and Native American authors, then explain how the writing reflects the author's culture and traditions. They connect those ideas to the broader world outside the text.

Students read a story or poem and compare a value it reflects (loyalty, honor, family) with their own beliefs. The writing shows where their thinking lines up with the text and where it doesn't.

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

Students look at a specific sentence, scene, or stanza and explain what job it does in the story. Does it build the setting, push the plot forward, or deepen the theme?

Students identify who is telling the story and explain how the author shapes that narrator's perspective through word choice, details, and what the narrator notices or leaves out.

Students compare reading a story or poem to watching or listening to a version of it, noticing what the written words make them picture versus what a video or recording actually shows and sounds like.

Students read two texts in different forms, such as a story and a poem, and explain how each one handles the same topic or idea differently. The focus is on what changes when the same subject shows up in different kinds of writing.

Students read stories, plays, and poems that are challenging enough for middle school. Some texts may be harder than others, and that's expected.

Students back up their ideas about a nonfiction article or passage by pointing to specific sentences or details from the text. That includes facts stated directly and conclusions students figure out on their own.

Students identify the main point of a nonfiction piece and explain which details support it. They also summarize what the text says without mixing in their own opinions.

Students trace how a person, event, or idea is first introduced in a nonfiction text, then watch how the author builds on it using examples or short stories. The focus is on how the details connect, not just what they say.

Students figure out what unfamiliar or tricky words mean based on how they're used in a nonfiction passage. That includes slang, symbolic language, and subject-specific vocabulary a textbook or article might use.

Students pick a paragraph or section from a nonfiction piece and explain why the author placed it there. They look at how that chunk of writing builds on what came before and moves the main idea forward.

Students figure out why an author wrote a piece and what position the author is taking. Then they point to specific sentences or details that show it.

Reading a chart, a video, and an article about the same topic, then combining what each one adds to get the full picture. Students explain how the formats work together, not just what each one says on its own.

Students read an argument and decide which claims are backed by real reasons and evidence. They also spot the claims the author makes without any proof.

Two articles or books can cover the same person or event very differently. Students read two sources side by side and explain what each author includes, leaves out, or emphasizes.

Students learn to tell the difference between a firsthand source (like a diary entry or speech) and a secondhand source (like a textbook summary). They practice deciding which type of source they are reading.

Students learn to spot when a news story, ad, or video is trying to push their thinking in a direction. They look at word choices and images to figure out whether the source is being straight with them or nudging them toward a conclusion.

By the end of sixth grade, students read nonfiction books and articles written at a middle school level. Harder texts are fine with some support.

Students back up their ideas about a historical document or article by pointing to exact lines or passages from the source, not just restating what they remember.

Students read a historical document or textbook passage, identify its main point, and write a summary in their own words without mixing in personal opinions or things they already knew.

Students trace the steps of a real-world process described in a history or social studies text, such as how a law gets passed or how prices change in an economy.

Students figure out the meaning of history-specific words by looking at how they're used in context. Terms like "amendment," "mercantilism," or "sovereignty" get decoded from the surrounding sentences, not a glossary.

History and social studies texts are organized in different ways. Students identify whether a passage orders events by time, compares two sides, or explains what caused something to happen.

Students figure out where an author stands on a topic by noticing which facts get left out, which words carry a clear bias, and what the author is trying to get the reader to believe.

Students read charts, maps, or graphs alongside written text and use both sources together to build a fuller picture of a topic.

Students read history and social studies texts and sort out what is a fact, what is just someone's opinion, and what is a conclusion backed by evidence.

Students read two sources on the same event or topic, one written by someone who was there and one written later by a historian or author. They explain how the accounts are similar, where they differ, and why those differences matter.

Students read history and social studies texts at a sixth- through eighth-grade level on their own, without help. That means handling textbooks, primary sources, and articles written for this age group.

Students find sentences or data from a science or technical text and use them to back up a point they are making about what the text says.

Students read a science or technical text and identify its central idea, then summarize what the text actually says without mixing in their own opinions or background knowledge.

Students read a set of steps in a lab or technical document and carry them out in the right order, without skipping or improvising. The focus is on following directions precisely, not interpreting them.

Students figure out what scientific symbols and technical terms mean based on how they appear in a science or technical reading, using context clues rather than a dictionary.

Students look at how a science article or technical text is organized, noticing how each section connects to the others and helps explain the main topic.

Students figure out why a science or technical writer included something. Are they explaining how something works, walking through steps, or reporting test results? The purpose shapes how students should read the passage.

Students read a written explanation alongside a chart, diagram, or graph covering the same topic, then connect what the text says to what the visual shows.

Students sort the claims in a science or technical text into three piles: things that can be checked, conclusions backed by research, and guesses the author hasn't proven yet.

Students compare what they learn from a video, simulation, or experiment with what a written text says about the same topic, then explain where the two sources agree or differ.

Students read science and technical writing at a sixth-through-eighth-grade level on their own, without help. Think lab reports, how-to manuals, or science articles pulled straight from a textbook.

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

Students write an opening that states a clear position, then arrange the supporting reasons and proof in an order that makes sense to a reader.

Students back up their argument with reasons and real evidence pulled from trustworthy sources. Each piece of support connects directly to the claim they're making.

Students use connecting words like "because," "therefore," and "although" to show how their reasons support their main argument. The goal is for readers to follow the logic, not just list ideas.

Writing uses a formal tone throughout: no slang, no casual phrasing, no first-person shortcuts. Students keep that same level of seriousness from the opening sentence to the last.

The closing paragraph wraps up the argument students built in the essay. It doesn't introduce new ideas; it leaves the reader with a clear sense of where the writing 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 group related ideas using comparisons, categories, or cause-and-effect. They add headings or charts when those help a reader follow along.

Students back up the main topic with facts, definitions, direct quotes, and specific examples pulled from sources. The goal is to give readers enough real detail to understand the topic, not just a general overview.

Students choose words and phrases like "for example," "as a result," or "in contrast" to connect ideas so the writing flows and the logic is easy to follow.

Students choose exact words that fit the topic, including subject-specific terms a reader might not already know. The goal is to explain clearly, not to impress.

Writing stays professional throughout, like a report rather than a text message. Students avoid slang, keep sentences complete, and match the tone a teacher or employer would expect.

Students write a closing sentence or paragraph that wraps up the explanation they just gave. The ending should feel connected to the rest of the writing, not tacked on.

Students write a story, real or made up, with a clear sequence of events and specific details that make scenes and characters feel alive.

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

Stories aren't just what happened. Students use dialogue, description, and scene-pacing to make readers feel like they're inside the moment, not just reading a summary.

Transition words and phrases like "meanwhile," "later," or "the next morning" help readers follow shifts in time or place. Students practice choosing the right signal so the story moves clearly from one moment or setting to the next.

Students choose specific words and sensory details (what something looks, sounds, or feels like) to make a scene or event feel real to the reader.

The story ending connects back to what happened. Students wrap up their narrative so the final sentences feel like a natural landing, not a sudden stop.

Writing fits the job. Students learn to match how they write, what they include, and how they organize it to why they're writing and who will read it.

Students improve their writing by planning drafts, revising weak spots, and editing for errors, with feedback from classmates or a teacher. The goal is a stronger final piece, not a perfect first try.

Students use computers to write, publish, and share their work with others. They can type at least three pages in one sitting.

Students pick a question, gather information from more than one source, and write up what they found. If the research opens new questions, they adjust and keep going.

Students pull 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 note where each piece of information came from.

Students pull direct quotes and details from a book or article to back up their own ideas in writing. The evidence has to connect clearly to the point they are making.

Students read two different types of writing, such as a story and a poem on the same topic, then write about how each one handles that topic differently. The focus is on what the form of each piece does to the meaning.

Students read nonfiction texts and decide which claims hold up. They look for real reasons and evidence behind each argument, and spot claims the author didn't actually back up.

Students write regularly, sometimes over several weeks and sometimes in a single class period, for different subjects, purposes, and readers. The goal is to make writing a habit, not just something that happens before a deadline.

Students write a structured argument about something they studied in history, science, or a technical class. They back up their position with evidence from sources, address opposing views, and wrap it up with a conclusion that follows logically from what they argued.

Students write a clear opening argument on a topic, then address opposing views and lay out their supporting reasons in a logical order.

Students back up a claim with facts, data, and reasoning drawn from reliable sources. The evidence has to connect directly to the point being made, not just relate to the general topic.

Students connect their argument's moving parts using transition words and phrases, so readers can follow how a claim, a counterargument, and the supporting evidence all fit together.

Writing about history, science, or technical topics calls for a formal tone. Students avoid slang and casual phrasing, keeping their word choice and sentences consistent from the first paragraph to the last.

Students write a closing sentence or paragraph that ties back to the argument they made, not one that introduces new ideas or changes direction.

Students write explanatory pieces about history, science, or technical topics, explaining how something works, what happened, or why it matters. The writing is factual and organized, not a personal essay or story.

Students open an informational piece with a clear introduction that tells readers what's coming, then organize the body using headings, charts, or other visuals wherever those tools help readers follow along.

Students back up their main topic with specific facts, real definitions, and direct quotes pulled from sources. Every detail they choose should actually support the point, not just fill space.

Students choose transition words and phrases that show how ideas connect, such as signaling a cause, a contrast, or a sequence. The goal is a reader who never loses the thread.

When writing about history, science, or a technical subject, students choose exact words and field-specific terms that fit the topic, not vague or general ones.

Writing about history, science, or a technical topic, students keep their tone neutral and their word choices formal, the way a textbook or report reads, not the way a text message reads.

The final paragraph wraps up what students explained or described. It doesn't just stop the piece; it connects back to the key information and leaves the reader with a clear sense of what they learned.

Writing should fit the assignment. Students learn to match how they write to what the task asks for and who will read it, whether that's a lab report, a historical argument, or a short explanation.

Students revise and edit their writing with feedback from peers and adults, adjusting word choice, structure, or focus until the piece clearly fits its purpose and speaks to the right audience.

Students use computers or tablets to write, format, and publish work in history, science, or technical classes. The goal is presenting ideas and their connections clearly, not just turning in a document.

Students pick a question, find answers across several sources, and use what they discover to ask sharper follow-up questions. The goal is a short research project that goes deeper than a single search.

Students find information from books and websites using specific search terms, check whether each source can be trusted, and then quote or summarize what they find in their own words with proper credit given to the original author.

Students pull facts, details, and direct quotes from nonfiction sources to back up a point they're making in a history, science, or technical class. The evidence has to connect clearly to the argument or question they're writing about.

Students practice writing regularly, sometimes over several days with time to revise, sometimes in a single sitting. The writing covers history, science, and other subjects, not just English class.

Students hold conversations with classmates and teachers about what they've read or studied. They listen closely enough to build on what someone else said, then add their own thinking in a way the group can follow.

Students read or study the material before a discussion, then use specific details from it to back up their points and push the conversation deeper.

Students practice the habits that keep group discussions productive: agreeing on a goal for the conversation, staying on topic, and dividing up responsibilities when the group has a task to complete.

Students ask focused questions and build on others' answers with specific details, keeping the class discussion on topic rather than drifting into side points.

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 in their own words what it adds to the topic the class is studying.

Students listen to a speech or presentation and sort out which points the speaker actually backs up with facts or reasons from which points they just state and leave hanging.

Students organize their main points in a clear order, then speak them aloud with steady eye contact and a voice the whole room can hear.

Students add images, graphics, or sound to a presentation to make the main ideas easier to follow. The visuals and audio support what they're saying, not just decorate the slides.

Students adjust how they speak depending on the situation. In a class discussion or presentation, they use formal English rather than casual conversation.

Students study how a first or home language shapes the way a person sounds and speaks in English, including rhythm, accent, and word patterns.

Students listen to two accounts of the same event, then explain out loud what the accounts share and where they differ.

Students practice listening carefully in conversations and group discussions, adjusting how they respond based on the situation and who is in the room.

Students apply the grammar rules of standard English in their writing and speech. That means using correct verb tenses, pronouns, and sentence structures so their meaning comes through clearly.

Students learn when to use "I" vs. "me" vs. "mine" and apply the same logic to every pronoun. The rule is about matching the pronoun to its job in the sentence.

Students learn when to use words like "myself" or "herself" for emphasis or to refer back to the subject. For example, knowing that "I did it myself" is correct but "Give it to myself" is not.

Students learn to spot and fix moments in their writing where pronouns switch unexpectedly, like moving from "she" to "they" mid-sentence, or from "I" to "one" without reason.

Students learn to spot pronouns like "it" or "they" that could refer to more than one person or thing in a sentence, then rewrite to make the meaning clear.

Students spot grammar and usage errors in their own writing and in what they read or hear, then fix those errors using specific revision strategies.

Students apply correct capitalization, punctuation, and spelling in their writing. This means knowing when to capitalize a word, where to place a comma or period, and how to spell words correctly.

Students learn when to tuck extra information into a sentence using commas, parentheses, or dashes. The added detail can be removed without breaking the sentence's meaning.

Students are expected to spell words correctly in everything they write, from quick in-class responses to longer essays. Misspelled words should be caught and fixed before turning in work.

Students apply what they know about how language works to make choices in their own writing and speaking, and to notice those choices in what they read and hear.

Students learn to mix short and long sentences on purpose, choosing sentence structure to keep readers engaged and to match the right tone for the piece.

Writing should sound like one voice from start to finish. Students learn to keep their word choice and tone steady throughout a piece, so a formal essay stays formal and a casual story doesn't suddenly shift into stiff, textbook language.

When students hit an unfamiliar word, they figure out what it means using context clues, word roots, or a dictionary. They pick whichever approach works best for that word.

Students figure out what an unfamiliar word means by studying the sentences around it, looking at how the word is used and where it sits in the sentence.

Students use Greek and Latin word parts, like roots and prefixes, to figure out what an unfamiliar word means. Knowing that "aud" means hear, for example, helps decode words like "audible" or "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 works in a sentence.

Students guess what an unfamiliar word means from context, then check that guess in a dictionary or by rereading the sentence to confirm it fits.

Figurative language, word relationships, and nuances in word meanings are the focus here. Students learn what a phrase like "spill the beans" really means, how words relate to each other, and why "angry" and "furious" aren't quite the same thing.

Figures of speech give human traits to objects or ideas, use comparisons, or stretch language beyond its literal meaning. Students read a sentence and figure out what a phrase like "the wind whispered" or "time is a thief" actually means in context.

Students use how two words relate to sharpen the meaning of both. A word like "flood" gets clearer when students recognize it as a cause that leads to "erosion," or as one item in the category of natural disasters.

Words can share a basic meaning but feel very different. Students learn to tell apart words like "thrifty" and "stingy," recognizing that word choice shapes how a reader reacts.

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 work to figure out what it means and add it to how they speak and write.