TEKS - 6th Grade
Knowledge and Skills
6.1. Reading/Fluency
(A) adjust fluency - reading aloud grade level text based on the reading purpose and the nature of the text.
6.2 Reading/Vocabulary Development
(A) meaning using Latin, Greek, or other linguistic roots and affixes;
(B) use context (e.g.,cause and effect or compare and contrast organizational text structures) to determineor clarify the meaning of unfamiliar or multiple meaning
(C) complete analogies - whole or whole to part
(D) foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera)
(E) use a dictionary, a glossary, or a thesaurus
6. 3 Reading/Comprehension - Theme and Genre-
analyze, inferences and draw conclusions; provide evidence from the text to support understanding
(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic
(B) analyze the function of stylistic elements in traditional and classical literature from various cultures
(C) compare and contrast the historical and cultural settings of two literary works.
6.4 Reading/Comprehension - Poetry - analyze, inferences and draw conclusions; provide evidence from the text to support understanding
(A) explain how figurative language contributes to the meaning of a poem.
6.5 Reading/Comprehension โ Drama โ understand, make inferences and draw conclusions about the structure and provide
evidence to support their understanding
(A) explain similarities and differences story elements of a play and a film based upon same story line
6.6 Reading/Comprehension - Fiction- understand, make inferences and draw conclusions about the structure and elements ; provide evidence from text to support.
(A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction
(B) recognize dialect and conversational voice and explain how authors use dialect to convey character
(C) describe different forms of point-of- view, including first- and third-person.
6.7 Reading/Comprehension - Nonfiction - understand, make inferences and draw conclusions about the structure and elements ;
provide evidence from text to support; identify he literary language/devices - memoirs and personal narratives; compare their characteristics with those of an autobiography
6.8 Reading/Comprehension - Sensory Language. - understand, make inferences and draw conclusions about the structure and elements; provide evidence from text to support; explain how authors create meaning - stylistic elements/ figurative language emphasizing the use of personification, hyperbole, and refrains
6.9 Reading/Comprehension - Informational Text/Culture and History. - understand, make inferences and draw conclusions about the structure and elements ; provide evidence from text to support; compare and contrast the stated or implied purposes of different
6.10 Reading/Comprehension - Expository Text - understand, make inferences and draw conclusions about the structure and elements; provide evidence from text to support.
(A) summarize the main ideas and supporting details in text -that a summary does not include opinions
(B) explain facts are used for or against an isue
(C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main
idea and the author's viewpoint
(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
6.11 Reading/Comprehension - Persuasive โ understand, make inferences and draw conclusions about the structure and elements ; provide evidence from text to support
(A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence (B) identify simply faulty reasoning used in persuasive texts.
6.12 Reading/Comprehension-Procedural Texts- glean and use information in procedural texts and documents
(A) follow multi-tasked instructions to complete, solve or perform procedures
(B) interpret factual, quantitative, or technical information - maps, charts, illustrations, graphs, timelines, tables, and diagrams
6.13 Reading/Media Literacy - analyze how words,
images, graphics, and sounds work together
in various forms to impact meaning; apply
earlier standards with greater depth in
increasingly
(A) explain messages conveyed in various forms of media
(B) recognize - techniques influence viewers' emotions
(C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages
(D) analyze digital media venues for formality and informality.
6.14 Writing/Writing Process - planning, drafting, revising, editing, and publishing to compose text
(A) plan a first draft by selecting a genre for conveying intended meaning, determining appropriate topics (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
(B) develop drafts -appropriate cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing
(C) revise to clarify meaning, enhance style, include simple and compound sentences, and improve transitions after rethinking how well questions of purpose, audience, and genre have been addressed
(D) edit drafts for grammar, mechanics, and spelling
(E) revise final draft in response to feedback and publish written work
6.15 Writing/Literary Texts - write literary texts
about real or imagined people, events, and
ideas
(A) write imaginative stories that include:
(i) a clearly defined focus, plot, and point of view
(ii) a specific, believable setting created through the use of sensory details
(iii) dialogue that develops the story
(B) write poems using
(i) poetic techniques (e.g., alliteration, onomatopoeia)
(ii) figurative language (e.g., similes, metaphors)
(iii) graphic elements (e.g., capital letters, line length)
6.16 Writing -Personal Narrative-with clearly
defined focus and communicates the importance of or reasons for actions and/or consequences
6.17 Writing-Expository and Procedural Texts-
procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes
(A) create multi-paragraph essays to convey information about a topic that:
(i) present effective introductions and concluding paragraphs
(ii) guide and inform key ideas and evidence
(iii) include specific facts, details, and examples in an appropriately organized structure
(iv) use a variety of sentence structures and transitions to link paragraphs
(B) write informal letters that convey ideas and letter structure
(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding; and
(D) produce a multimedia presentation involving text and graphics using available technology.
6.18 Writing-Persuasive Texts - to influence the
attitudes or actions; establish a position using sound reasoning, detailed and relevant evidence, and consideration of alternatives
6.19 Oral and Written Conventions/Conventions
-understand the function of and use the conventions of academic language when speaking and writing.
(A) use and understand the function of the following parts of speech
(i) verbs (irregular verbs and active and passive voice
(ii) non-count nouns
(iii) predicate adjectives and comparative and superlative forms
(iv) conjunctive adverbs
(v) prepositions and prepositional phrases,
(vi)indefinite pronouns
(vii) subordinating conjunctions
(viii) transitional words and phrases
(B) differentiate between the active and passive voice and know how to use them both
(C) use complete simple and compound sentences with correct subject-verb agreement.
6.20 Oral and Written Conventions-Handwriting,
Capitalization, and Punctuation
(A) use capitalization for:
(i) abbreviations
(ii) initials and acronyms
(iii) organizations
(B) recognize and use punctuation marks
including:
(i) commas in compound sentences
(ii)proper punctuation and spacing for quotations
(iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements) use proper mechanics including italics and underlining for titles of books
6.21 Oral and Written Conventions/Spelling
(A) differentiate between commonly confused terms (e.g., its, it's; affect, effect)
(B) use spelling patterns/ rules -use electronic resources to determine and check correct spellings
(C) know how to use the spell-check function in word processing while understanding its limitations
6.22 Research/Research Plan-open-ended research questions and develop a plan for answering them
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic
(B) generate a research plan for gathering relevant information about the major research question.
6.23 Research/Gathering Sources-
determine, locate, and explore relevant sources addressing a research question and systematically record the information
(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts
(B) differentiate between primary and secondary sources
(C) record data, utilizing available technology (e.g., word processors) to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources
6.24 Research/Synthesizing Information- clarify
research questions and evaluate and synthesize collected information.
(A) refine the major research question, if necessary, guided by the answers to a secondary set of questions
(B) evaluate the relevance and reliability of sources for the research
6.25 Research/Organizing and Presenting Ideas-
organize and present their ideas and information according to the purpose of the research and audience. Synthesize into a written or an oral presentation
(A) compiles important information from multiple sources
(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions
(C) presents the findings in a consistent format
(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited)
6.26 Listening and Speaking/Listening- use comprehension skills to listen attentively to others in formal and informal settings-apply earlier standards with greater complexity
(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify for purpose and perspective
(B) follow and give oral instructions that include multiple action steps
(C) paraphrase the major ideas and supporting evidence in formal and informal presentations.
6.27 Listening and Speaking/Speaking-speak
clearly and to the point, using the conventions of language-to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
6.28 Listening and Speaking/Teamwork- work productively with others in teams. - apply earlier standards with greater complexity- participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Source: The provisions of this ยง110.18 adopted to be effective September 4, 2008, 33 TexReg 7162.
