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

Students read and analyze stories, poems, plays, and nonfiction texts from many cultures and formats. The goal is to understand what the texts mean and what they reveal about people and the world.

Students choose their own books or articles to read. This standard gives students time to read something they actually picked themselves.

Students choose their own reading material based on personal interest or suggestions from classmates and adults. The goal is building the habit of reaching for books they actually want to read.

Students read widely across different kinds of books, articles, and other texts, building the habit of reaching for reading often.

Text features are the parts of a page that aren't the main paragraphs: headings, captions, sidebars, and graphs. Students use them to find information faster and understand how a piece is organized.

Students explain how pictures, charts, or other visuals in a text connect to what the words are saying, and what those images add that the words alone don't.

This reading skill is not part of the 6th grade Washington standards. Students at this level focus on other reading work covered in nearby standards.

Reading accuracy and fluency means students can move through a page at a steady pace, pronouncing words correctly and grouping them into phrases that sound like natural speech, not a word-by-word crawl.

Students read unfamiliar words correctly whether they appear in a sentence or on their own, using everything they know about spelling patterns and word parts.

Reading strategies are the tools students use to understand a text that confuses or challenges them, such as rereading a tricky paragraph, looking for context clues, or asking what the author is trying to say.

Students look over a text before diving in, thinking about what they already know and what they want to find out. That quick preview shapes how they read.

Students practice seeing the story or scene in their mind as they read, using mental images to help them follow what is happening and understand what the text means.

Students read a passage, guess what it means or what happens next, then go back to the text to check if the evidence supports their thinking.

Students practice staying on track while reading longer or harder texts. When focus slips or a passage gets confusing, they use specific strategies to pick back up without starting over.

Students track how a story's plot builds across scenes, noting how characters change and how events connect from one moment to the next.

Students find the central message or main point of a story or article, then point to specific details from the text that show how that idea develops.

Students break down what they read, looking at how a piece is built, what the author is doing, and what it means. This applies to stories, poems, plays, and nonfiction.

Students figure out where an author stands on a topic and look for the words and details that reveal that position.

Students find specific details in a passage that push readers to read between the lines, connecting what the text says to what they already know from real life.

Students look at how an author brings characters or events to life across a story, noticing the details, scenes, and descriptions used to make them feel real or important.

Students look at how an author chose words, arranged ideas, and used images or layout to get a point across. They explain why those choices work for that type of writing or format.

Students look at the same topic covered in, say, a news article and a documentary, then explain what changes when the format changes and what stays the same.

Students weigh what a text is saying and decide how well the author makes their case. They look at word choice, structure, and evidence to judge whether the writing actually holds up.

Students pick a specific detail, image, or scene from a text and explain how well it helps a reader picture what's happening or feel what a character feels.

Students pick one element of a text, such as a character or a key scene, and explain how well it connects to them personally or to the audience the author had in mind.

Students pick one element of a story or article (a character, a scene, a key idea) and explain how well it pulls the reader in or sparks new thinking.

Students pick books, articles, or other texts they have already read and use them for a real reason, like backing up an argument, answering a question, or making a connection to something new.

Students use reading to dig into real questions and problems that connect to their own lives and the world around them.

Students form their own opinions and arguments as they read, discuss, and write about a text, rather than just summarizing what the author said.

Students pull key details from what they read to build a summary in their own words or choose direct quotes that support their reason for using the text.

Students study how authors mix words, images, and other media together, then borrow those same moves when creating their own multimodal pieces.

Students pull a few quotes or details from a text and connect them to their own analysis, making clear where each piece of evidence comes from.

Students write in multiple formats across subjects, mixing words, images, charts, or other media to fit the assignment. The form changes depending on the purpose, whether a report, a story, or an argument.

Writing here is low-stakes and exploratory. Students jot down reactions to what they read, try out ideas, and use words to figure out what they think.

Students create written pieces that mix formats, such as a written report paired with a chart or image, to share ideas with a real audience. The goal is choosing the right combination of words and visuals to make the message land.

Students write about real experiences or imagined scenes using specific details that appeal to the senses, plus figurative language like similes or metaphors to make the writing vivid.

Students write to explain something they've noticed or figured out, sharing observations and ideas in a way that helps readers understand the topic.

Students write to persuade: they build an argument, back it up with reasons and evidence, and make a case strong enough to change how a reader thinks.

Students write stories by choosing techniques that fit the genre, such as building suspense in a thriller or using dialogue to reveal character in realistic fiction.

Students plan, draft, and finish a piece of writing from start to end. That means setting a schedule, making revisions, and turning in a polished final draft.

Students read a writing prompt carefully to figure out what the assignment is actually asking for before they start writing.

Students explain why their writing project matters, linking it to something real in their own life or neighborhood. The connection gives the work a purpose beyond the classroom.

Students figure out the steps involved in their writing project and map out how long each part will take to finish on time.

Students revise their writing when a teacher or peer points out a problem, and they reset their plan when a deadline or topic shifts.

Students brainstorm ideas and collect details before they write, choosing the right tools (notes, research, sketches) to get their thinking organized.

Students practice finding ideas to write about by drawing on their own experiences, books they have read, research, and conversations. They consider who they are writing for before they begin.

Students study published examples to decide which writing moves, formats, or media features to borrow, adjust, or mix together in their own work.

Students gather notes, research, and images for their writing, then decide which outside material they can legally and fairly use and how to credit the original creator.

Students write a full draft in their chosen genre, developing their main ideas and shaping how the piece sounds to a reader.

Descriptions do more than explain. Students write details that connect to what readers already know and help them picture or feel what the writing is about.

Students write paragraphs that dig into a topic, event, or text by explaining what it means, not just what happened. They move past summary and offer their own analysis.

Students write a clear argument, then back it up with trustworthy facts and explain why those facts actually prove the point.

Students practice making an argument land by choosing details that stir a reader's feelings and facts that back up the point. Both work together to make writing more convincing.

Students pull quotes or details from what they read to back up their ideas in writing. The evidence has to connect clearly to the point they are making.

Students choose images, charts, headings, and other visual elements that fit their topic and help readers follow the piece. The goal is to pick what actually clarifies the writing, not just what looks good.

Students credit their sources in whatever format fits the writing, whether that means a citation at the end of a sentence, a footnote, or a works cited page. They also know when and how to use digital tools to format those credits correctly.

Students write opening and closing paragraphs that pull the reader in, set a clear tone, and connect back to what the piece is about.

Students arrange their ideas in an order that makes sense for the kind of writing they're doing, whether that's a story, an argument, or a report, so readers can follow the thinking without getting lost.

Students read their own draft with a critical eye, looking for places where ideas are unclear, evidence is thin, or sentences don't hold together. Then they decide what to cut, move, or rewrite before the piece is done.

Students read back through their own draft to check that the words on the page actually say what they meant to say, then revise any part that doesn't match their original idea.

Students read their own draft looking for places where what they meant and what a reader would actually understand don't match. Then they revise to close that gap.

Students collect feedback on a draft, then decide which suggestions actually make the writing clearer and which ones to set aside.

Students review their own writing and fix problems with wording, grammar, and structure. That includes using spell-check, grammar tools, or other software to catch what a quick read-through might miss.

Students revise their writing after rereading it and taking in feedback from others. The goal is a stronger, clearer piece, not just a corrected one.

Students review their own writing and fix errors in grammar, punctuation, and formatting. They also make sure every borrowed idea or quote is properly credited to its source.

Students present finished writing to a real audience, whether by reading aloud, posting online, or submitting to a class publication.

Students choose where to publish their writing by thinking about who might read it, including people they didn't plan to reach. They weigh those possibilities before deciding whether to post online, submit to a magazine, or share another way.

Sixth graders discuss ideas with classmates, listen to presentations, and speak in front of others, both face to face and in online spaces the teacher oversees. The topics and texts come from what students are already studying.

Students take turns speaking, listen without interrupting, and respond to what classmates actually said rather than just waiting to talk.

Before joining a group discussion, students think about who else is in the conversation and what each person brings to it, including what they know and what they are good at.

Students talk through the group's rules and roles at the start of a discussion, then adjust them if things aren't working. The goal is a conversation where everyone knows what they're supposed to do.

When a class discussion continues from a previous day, students go back and review what was already said before jumping in with new ideas.

Students back up what they say in group discussions by connecting it to something they already know or have read.

Students listen to what classmates say during a discussion, then explain it back in their own words and ask follow-up questions when something is unclear.

Students listen to what classmates say and build on those ideas to keep the conversation moving forward, not just waiting for their own turn to talk.

During a group discussion, students listen for what everyone agrees on and what divides them, then put both sides into their own words for the group.

Students think about why a classmate understood their words differently than they meant, then adjust how they communicate based on that feedback.

Students explain what changed their mind during a class discussion and why, showing they actually listened and thought about what others said.

Students look back at a discussion or presentation and point to the moments or ideas that stuck with them, explaining why those stood out.

Before a class discussion, students read or research the topic so they show up with something real to say.

Students work with classmates to plan and complete a shared project, dividing the work and contributing to a result no one could finish alone.

In group discussions and projects, students set clear expectations, agree on who does what, and adjust plans when something isn't working.

Students tie the topic of a discussion or presentation to something real in their own lives or neighborhood, making the connection clear to their audience.

Students show up to group meetings having finished their assigned piece of the project beforehand, so the group can move forward instead of waiting.

Students pause during a group project to talk through what's working and decide what to do next before moving on.

Students practice giving speeches and reports clearly enough that listeners can follow along or connect with what's being said.

Students pick a topic to speak or write about by drawing on their own experiences, reading, research, or media they've encountered. The topic can come from almost anywhere, including their imagination.

Before speaking or presenting, students think about what their audience already knows and shape what they say to fit that gap.

Students choose photos, video clips, or objects to include in a presentation so the audience understands the topic more clearly.

Students choose how to stand, speak, and dress to match the setting and make their ideas land with the audience.

Students shape how they sound and come across in discussions or presentations by drawing on their own experiences and their role in the group. The goal is to develop a recognizable, authentic speaking voice.

Students figure out how to respond during a class discussion by reading the room: who they're talking to, what role they're playing, and what they actually want to say.

Students choose whether to speak in English, their home language, or both based on what will best get their point across to the audience they are addressing.

Students think about how their online posts and comments could affect how teachers, coaches, or employers see them later. What students say in digital spaces follows them.

When presenting to the class, students adjust how loud or soft they speak, how fast they move through ideas, and how they use their hands or expressions to hold the audience's attention.

Students practice the grammar, word choice, and sentence structure that make their writing and speaking clear. Those same skills help them understand more of what they read and hear.

Students learn to spot how language shifts depending on the setting, like why you'd write a text to a friend differently than an email to a teacher. They explain the reasons behind those choices.

Students look at how English shifts depending on where it appears, like the difference between a text message, a news article, and a formal speech. They notice what changes and why.

Students learn to spot when a word means exactly what it says versus when it's being used as a figure of speech. Reading "she exploded with anger" means something very different from a real explosion.

Students practice reading poems, speeches, and stories out loud, focusing on meaning and expression. Each time they read the same passage again, they work on sounding smoother and more natural.

Students practice writing sentences that don't all sound the same, mixing short punchy sentences with longer ones to make their writing clearer and more interesting to read.

Students practice setting off extra information inside a sentence using commas, parentheses, or dashes. The goal is to keep the main idea clear while adding details without losing the reader.

Students figure out what unfamiliar or tricky words mean by paying attention to context in conversations and books. They build a working vocabulary they can use in both writing and speech.

When students hit an unfamiliar word, they use the surrounding sentences to figure out what it means, instead of stopping to look it up.

Students learn to spot pronouns (words like he, she, they, and it) and use them correctly in their own writing and speech so their meaning stays clear.

Students look up unfamiliar words in a dictionary or thesaurus to confirm the meaning and choose the right word for their writing.

Students learn to spot figurative language like metaphors and idioms, and to notice how closely related words differ in meaning. They practice this in the context of sixth-grade reading and discussion.

Students use familiar Greek and Latin word parts, like "bio" or "rupt," to figure out the meaning of an unfamiliar word without looking it up.

Words can share a basic meaning but carry different feelings or shades of attitude. Students learn to recognize those differences and choose the right word for the moment.

Students spot figures of speech like metaphors and idioms in what they read, explain what the words actually mean, and describe how the comparison or expression adds meaning to the text.

Students practice asking real questions, finding reliable sources to answer them, and turning what they learn into written or spoken work. It's the research process, from first question to final product.

Students practice spotting whether a news story, video, or website is trustworthy, why it was made, and what effect it might have on them. They decide how to respond to what they see and read, not just accept it.

Students keep a running list of questions about a topic, crossing out old ones and writing new ones as they learn more.

Students find reliable sources to answer questions, then evaluate whether those sources are trustworthy before using the information in their own work.

Students brainstorm what they already know about a topic before they start looking anything up, using that knowledge to figure out where to search and what search terms to try.

Students choose useful sources for a research topic, from websites to library books, and know how to search a library catalog or database to find what they need.

Students learn to search the internet more precisely, picking keywords that actually return useful results and adjusting those words when the first search misses the mark.

Students figure out which people are actually worth asking or quoting for a given topic, choosing sources who have real knowledge or direct experience with the subject.

Students find and collect information from multiple sources, choosing details that actually connect to their topic and leaving out what doesn't fit.

Students pull together what they've learned from multiple sources and decide how to present or apply it, whether in a written piece, a discussion, or another format.

Students look at how a person's background, beliefs, or past experiences shape the way they react to the same news story, ad, or video differently than someone else does.

Students look at a photo, video, or news story and ask whether a strong feeling it creates (fear, excitement, sadness) is shaping how they react to the message, not just what the facts say.

Students look at the same news story, ad, or social post twice: once assuming it is trustworthy and once assuming it is not. Noticing how their reaction shifts shows how trust shapes what people believe.

Students look at ads, news stories, videos, and other media to figure out why they were made and how the words, images, and sounds work together to push a specific message.

Students look at a news article, ad, video, or social media post and decide what it is really trying to do: share facts, change your mind, sell something, or just entertain.

Students identify the specific tools a media creator uses to persuade or inform an audience, such as emotional appeals, expert quotes, or images paired with text, and explain how those tools push the message toward its goal.

Students look at who made a piece of media, why they made it, and whether the information holds up against other sources. The goal is to tell reliable information from unreliable before using it.

Students sort statements in news stories, ads, and posts into three buckets: things that can be checked as true or false, opinions someone holds, and claims someone is arguing for.

Students check whether a fact is true by looking it up in more than one reliable source and comparing what each source says.

Students learn how photos, videos, and audio clips can be altered or faked using digital tools, and why that matters when deciding whether to trust what they see or hear online.

Students look at a news story, ad, or online post and decide whether the facts and examples actually back up what it's claiming. They learn to spot when a message sounds convincing but the proof isn't there.

Students look at who wrote a source, why it was published, and whether the facts can be checked somewhere else, then decide how much to trust what it says.

Students figure out who created or published a source, whether that's a news organization, a company, a government agency, or a single author, before deciding how much to trust what it says.

Students check whether the person or organization behind a source actually knows the subject well enough to be trusted, not just whether the source looks official.

Students look up who wrote or published a source and decide whether that person or organization has a track record of getting facts right and reporting them fairly.

Students weigh what they read, watch, or hear against their own values and decide how to respond. They consider where a message comes from and whether it lines up with what matters to them and their community.

Students look at news stories, ads, and social media posts and explain what real-world effects those messages can have on people or neighborhoods.

Students look at how a tweet, video, or news story travels across the internet and explain what role algorithms, platforms, and sharing tools play in moving it from one person to millions.

Students learn to tell the difference between someone who shares false or misleading information on purpose and someone who passes it along without realizing it's wrong. Both can cause harm, but the reason behind it matters.