GRADE+6+ELA+STANDARDS

=NEW YORK STATE GRADE 6 LANGUAGE ARTS STANDARDS:=




 * New York Language Arts Standards for Grade 6 **
 * NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Locate and use school and public library resources, with some direction, to acquire information
 * 1.2. Use the table of contents and indexes to locate information
 * 1.3. Read to collect and interpret data, facts, and ideas from multiple sources
 * 1.4. Read the steps of a procedure in order to accomplish a task such as completing a science experiment or installing software
 * 1.5. Skim material to gain an overview of content or locate specific information
 * 1.6. Use text features, such as headings, captions, and titles, to understand and interpret informational texts
 * 1.7. Recognize organizational formats to assist in comprehension of informational texts
 * 1.8. Identify missing, conflicting, unclear, and irrelevant information
 * 1.9. Distinguish between fact and opinion
 * 1.10. Identify information that is implied rather than stated
 * 1.11. Compare and contrast information about one topic from multiple sources
 * 1.12. Recognize how new information is related to prior knowledge or experience
 * 1.13. Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information
 * 1.14. Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts, with assistance
 * 1.15. Use knowledge of structure, content, and vocabulary to understand informational texts, with assistance
 * 1.16. Condense, combine, or categorize new information from one or more sources, with assistance
 * 1.17. Draw conclusions and make inferences on the basis of explicit and implied information, with assistance
 * 1.18. Make, confirm, or revise predictions, with assistance
 * NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Read, view, and interpret texts from a variety of genres
 * 2.2. Define characteristics of different genres
 * 2.3. Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods
 * 2.4. Read aloud from a variety of genres; e.g., plays and poems (use inflection and intonation appropriate to text read and audience)
 * 2.5. Recognize that the same story can be told in different genres (e.g., novels, poems, or plays)
 * 2.6. Identify literary elements, (e.g., setting, plot, character, rhythm, and rhyme) of different genres
 * 2.7. Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning
 * 2.8. Recognize how different authors treat similar themes
 * 2.9. Identify the ways in which characters change and develop throughout a story
 * 2.10. Interpret characters, plot, setting, and theme, using evidence from the text, with assistance
 * 2.11. Identify the author's point of view, such as first-person narrator and omniscient narrator, with assistance
 * 2.12. Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing, convey the author's message or intent, with assistance
 * 2.13. Recognize how the author's use of language creates images or feelings, with assistance
 * 2.14. Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry, with assistance
 * 2.15. Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text, with assistance
 * NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Evaluate information, ideas, opinions, and themes by identifying a central idea and supporting details
 * 3.2. Evaluate information, ideas, opinions, and themes by identifying precise and vague language
 * 3.3. Evaluate information, ideas, opinions, and themes by identifying statements of fact, opinion, and exaggeration
 * 3.4. Evaluate information, ideas, opinions, and themes by identifying missing or unclear information
 * 3.5. Use established and personal criteria to analyze and evaluate the quality of ideas and information in text
 * 3.6. Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text
 * 3.7. Recognize how one's own point of view contributes to forming an opinion about information and ideas
 * 3.8. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify conflicting information
 * 3.9. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to consider the background and qualifications of the writer
 * 3.10. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to evaluate examples, details, or reasons used to support ideas
 * 3.11. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify differing points of view in texts and presentations
 * 3.12. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify cultural and ethnic values and their impact on content, with assistance
 * 3.13. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify multiple levels of meaning
 * NY.4. Reading: Students will read, write, listen, and speak for social interaction.
 * 4.1. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
 * 4.2. Respect the age, gender, position, and cultural traditions of the writer
 * 4.3. Recognize the types of language (e.g., jargon, colloquialisms, informal vocabulary, and email conventions) that are appropriate to social communication
 * NY.1. Writing: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Use at least three sources of information, with appropriate citations, to develop reports
 * 1.2. Take notes to record and organize relevant data, facts, and ideas
 * 1.3. State a main idea and support it with details and examples
 * 1.4. Compare and contrast ideas and information from two or three sources
 * 1.5. Adopt an organizational format, such as chronological order, that is appropriate for informational writing
 * 1.6. Use paragraphing to organize ideas and information
 * 1.7. Use paraphrasing, with assistance
 * 1.8. Maintain a portfolio that includes informational writing
 * 1.9. Include relevant and exclude irrelevant information, with assistance
 * 1.10. Connect, compare, and contrast ideas and information from one or more sources, with assistance
 * 1.11. Support ideas with examples, definitions, analogies, and direct references to the text, with assistance
 * 1.12. Answer questions about informational material and write accurate and complete responses, with assistance
 * NY.2. Writing: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Write original literary texts use organizing structures, such as stanzas, chapters, scenes, and verses
 * 2.2. Write original literary texts develop characters, create a setting, and establish a plot
 * 2.3. Write original literary texts use examples of literary devices, such as rhythm, rhyme, simile, and personification
 * 2.4. Write original literary texts establish a consistent point of view (e.g., first or third person)
 * 2.5. Write original literary texts use vocabulary to create a desired effect
 * 2.6. Write interpretive essays to summarize the plot
 * 2.7. Write interpretive essays to describe the characters and explain how they change
 * 2.8. Write interpretive essays to describe the setting and recognize its importance to the story
 * 2.9. Write interpretive essays to draw a conclusion about the work
 * 2.10. Write interpretive essays to interpret the impact of literary devices, such as simile and personification
 * 2.11. Write interpretive essays to recognize the impact of rhythm and rhyme in poems
 * 2.12. Respond to literature, connecting the response to personal experience
 * 2.13. Maintain a writing portfolio that includes literary, interpretive, and responsive writing
 * 2.14. Express opinions and support them through specific references to the text, with assistance
 * 2.15. Demonstrate understanding of plot and theme, with assistance
 * 2.16. Identify and describe characters and their motivations, with assistance
 * 2.17. Analyze the impact of the setting, with assistance
 * 2.18. Identify how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning, with assistance
 * 2.19. Draw conclusions and provide reasons for the conclusions, with assistance
 * 2.20. Compare and contrast characters, setting, mood, and voice in more than one literary text or performance, with assistance
 * NY.3. Writing: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Use strategies, such as note taking, semantic webbing or mapping, and outlining, to plan and organize writing
 * 3.2. Use supporting evidence from text to evaluate ideas, information, themes, or experiences
 * 3.3. Analyze the impact of an event or issue from personal, peer group, and school community perspectives
 * 3.4. Use information and ideas from other subject areas and personal experiences to form and express opinions and judgments
 * 3.5. Adopt an organizational format (e.g., compare/contrast) appropriate for critical analysis and evaluation
 * 3.6. Use precise vocabulary in writing analysis and evaluation
 * 3.7. Maintain a writing portfolio that includes writing for critical analysis and evaluation
 * 3.8. Present clear analysis, using examples, details, and reasons from text, with assistance
 * 3.9. Select content and choose strategies for written presentation on the basis of audience, purpose, and content, with assistance
 * 3.10. Explain connections between and among texts to extend the meaning of each individual text, with assistance
 * 3.11. Compare and contrast literary elements in more than one genre and/or by more than one author, with assistance
 * NY.4. Writing: Students will read, write, listen, and speak for social interaction.
 * 4.1. Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with a writing partner or in small groups
 * 4.2. Respect the age, gender, social position, and cultural traditions of the recipient
 * 4.3. Develop a personal voice that enables the reader to get to know the writer
 * 4.4. Write personal reactions about experiences, events, and observations, using a form of social communication
 * 4.5. Maintain a portfolio that includes writing for social communication
 * NY.1. Listening: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Follow a sequence of instructions consisting of at least three steps when engaging in a task or assignment
 * 1.2. Identify essential details for note taking
 * 1.3. Distinguish between fact and opinion
 * 1.4. Identify information that is implicit rather than stated
 * 1.5. Connect new information to prior knowledge or experience
 * 1.6. Recall significant ideas and details, with assistance
 * 1.7. Make, confirm, or revise predictions, with assistance
 * 1.8. Draw conclusions and make inferences on the basis of explicit and implied information, with assistance
 * NY.2. Listening: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Distinguish different genres, such as story, biography, poem, or play
 * 2.2. Identify a character's motivation
 * 2.3. Recognize the use of literary devices, such as symbolism, personification, rhythm, and rhyme, in presentation of literary texts, and determine their impact on meaning
 * 2.4. Identify cultural and historical influences in texts and performances
 * NY.3. Listening: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes, and experiences, with assistance
 * 3.2. Recognize that the criteria used to analyze and evaluate presentations may be influenced by one's point of view and purpose for listening
 * 3.3. Recognize and use the perspectives of others, including teachers and peers, to analyze and evaluate presentations
 * 3.4. Recognize persuasive presentations and identify the techniques (e.g., choice of language and use of sound effects) used to accomplish that purpose
 * 3.5. Recognize persuasive techniques, such as emotional and ethical appeals in presentations, with assistance
 * 3.6. Consider the experience and qualifications of speakers in analyzing and evaluating presentations, with assistance
 * 3.7. Identify missing or unclear information, with assistance
 * NY.4. Listening: Students will read, write, listen, and speak for social interaction.
 * 4.1. Respect the age, gender, social position, and cultural traditions of the speaker
 * 4.2. Recognize friendly communication on the basis of volume, tone, and rate of the speaker's voice
 * 4.3. Recognize that social communication may include informal language, such as jargon and colloquialisms
 * 4.4. Recognize the meaning of the speaker's nonverbal cues
 * NY.1. Speaking: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Synthesize and paraphrase information
 * 1.2. Make connections between sources of information
 * 1.3. Present reports of five to seven minutes for teachers and peers on topics related to any school subject
 * 1.4. Summarize main points as part of the conclusion
 * 1.5. Use notes, outlines, and visual aids appropriate to the presentation
 * NY.2. Speaking: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Use audible voice and pacing appropriate to content and audience when presenting original works, such as stories, poems, and plays, to adults and peers
 * 2.2. Share book reviews
 * 2.3. Summarize the plot, describe the motivation of characters, and explain the importance of setting
 * 2.4. Use notes or outlines appropriately in presentations
 * NY.3. Speaking: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Express an opinion or judgment about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements
 * 3.2. Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments
 * 3.3. Articulate a thesis statement and support it with details, examples, and reasons
 * 3.4. Persuade, using appropriate language, tone, volume, and gestures
 * 3.5. Use notes or outlines appropriately in presentations
 * NY.4. Speaking: Students will read, write, listen, and speak for social interaction.
 * 4.1. Discuss the content of friendly notes, cards, and letters with a teacher or classmate, in order to get to know the writer and each other
 * 4.2. Use the informal language of social communication
 * 4.3. Respect the age, gender, social position, culture, and interests of the listener
 * 4.4. Use the rules of conversation, such as avoid interrupting and respond respectfully