Washington State Standards-Reading 6th Grade, simplified

simplified from: http://www.k12.wa.us/CurriculumInstruct/learningstandards.aspx

Grade 6

In sixth grade, students are aware of the author's craft.  They are able to adjust their purpose, pace and strategies according to difficulty and/or type of text. Students continue to reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers.  Students discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author.

Reading EALRs: 

(essential academic learning requirements)

EALR 1: The student understands and uses different skills and strategies to read. (Phonemic awareness, phonics, fluency, vocabulary) 

-Students are able to use dictionaries, thesauruses, and other reference material to clarify meaning, using textual evidence to verify their reference source

-Students are able to use a variety of strategies to comprehend complex words and ideas including prefixes and suffixes, analysis, textual and context clues, and root words

-Students are able to build and integrate new vocabulary

-Students are able to apply word recognition skills to gain fluency.  Students are able to read grade level texts aloud smoothly and expressively.

EALR 2: The student understands the meaning of what is read. (Comprehension) 

-Students are able to demonstrate evidence of reading comprehension through their understanding of theme, main, and supporting ideas. 

-Students are able to apply prior knowledge to a reading, connecting the text to current or cultural events.

-Students are able to predict and infer, citing textual examples to support their inferences.

-Students are able to use comprehension monitoring strategies, including generating and answering questions and creating a graphic organizer 

-Students are able to summarize of the main ideas in a text.

-Students are able to understand time and sequence in a text (for example, explaining foreshadowing in a work of fiction or steps in nonfiction)

-Students are able to apply understanding of printed and electronic features to understand a text, for example maps and charts.  Students comprehend the importance of textual features such as headings.

-Students are able to use multiple sources of information from the text (e.g., character’s own thoughts/words, what others say about the character, and how others react to the character) to describe how a character changes over time or how the character’s action might contribute to the problem, identify the major actions that define the plot and how actions lead to conflict or resolution and explain the influence of setting on character and plot.

-Students are able to identify the point of view used (first, third, or omniscient point of view) in a story and identify themes in the story.  Students are familiar with story elements (character, setting, conflict)

-Students understand the functions of literary devices, recognizing previously taught literary devices (simile, personification, humor, metaphor, idiom, imagery, exaggeration, irony, sarcasm, and dialogue)

-Students are able to analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences the author's target audience.

-Students are able to think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text, verifying facts for bias and accuracy.

EALR 3: The student reads different materials for a variety of purposes. (Types of text: literary and informational) 

-Students are able to read to learn new information, analyzing appropriateness of a variety of resources and using them to perform a specific task or investigate a topic.

-Students are able to understand and analyze a variety of literary genres examining and explaining various sub-genres of literary fiction based upon their characteristics.

EALR 4: The student sets goals and evaluates progress to improve reading. (Self-monitoring, goal setting, personal evaluation of text)

-Students are able to evaluate books and authors and recommend books to others.