This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Crosswalk: English Language Arts and Reading (ELAR)
Common Core State Standards (CCSS, 2010) and
North Carolina Standard Course of Study (NCSCOS, 2004)
Overview
North Carolina students have the opportunity to benefit from standards that were developed using the most effective academic
standards from across the country and around the world. These standards are aligned with college and work ready expectations,
include rigorous content and application of knowledge through higher order thinking skills, are internationally benchmarked, and are
evidence and/or research-based. Rooted in the criteria of “fewer, clearer, higher,” the Common Core State Standards (CCSS, 2010)
reflect a strong belief that fewer core standards allow a deeper focus on essential knowledge and skills, that clearer standards can be
implemented with rigor and instructional creativity, and that higher standards help all students to learn deeper content knowledge and
acquire meaningful authentic skills needed to achieve in a 21st century global society.
The College and Career Readiness (CCR) standards anchor the CCSS and define general, cross-disciplinary literacy expectations that
must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific
standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career
readiness expectations no later than the end of high school. The CCSS set grade-level English Language Arts (ELA) requirements for
grades K-8 and grade bands for 9-10 and 11-12. The expectations are organized into the strands of Reading, Writing,
Speaking/Listening, and Language.
The Reading standards establish a staircase of increasing complexity in what students must be able to read and comprehend in order to
meet the demands of college and career level texts. The Writing standards promote writing throughout the grade levels by fostering
the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. The Speaking and
Listening standards require that students be able to gain, evaluate, and present increasingly complex information, ideas, and evidence.
The Language standards include vocabulary and convention standards. Although Language standards are identified in a separate
1
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
strand, they should not be taught, learned, and implemented in isolation but should be used and developed throughout reading, writing,
speaking, and listening.
The emphasis that the Common Core State Standards (CCSS) place on informational texts is directed toward the sum of student
reading – not just the reading in ELA setting. “The Standards insist that instruction in reading, writing, speaking, listening, and
language be a shared responsibility within the school.” Literacy in (not mastery of) subjects other than English is expected of students
studying under the teaching and learning expectations of the Common Core State Standards (CCSS, 2010). Competency in this
expanded view of literacy enriches the student’s communication skills and the audience’s knowledge and appreciation. It is expected
that teachers in all subjects will understand and accept that teaching literacy is a shared responsibility.
This crosswalk reflects a comparison between the Common Core State Standards (CCSS, 2010) for English Language Arts (ELA) and
the North Carolina Standard Course of Study (NCSCOS, 2004) for English/Language Arts (ELA). It is designed as a resource to
inform educators about how the current North Carolina ELA standards align with the CCSS ELAR standards.
www.corestandards.org
http://www.gatesfoundation.org/learning/Pages/2010-fewer-clearer-standards.aspx
http://www.achieve.org/files/AchievingCCSS-ELAFINAL.pdf
2
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Key Ideas and Details
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
1.02 Respond to expressive materials that are read,
heard, and/or viewed by:
drawing inferences and/or conclusions.
The Common Core State Standard (CCSS) expects
students to communicate explicit findings from texts
and be able to communicate inferences from texts.
3.01 Explore and analyze argumentative works that are
read, heard, and/or viewed by:
drawing inferences.
exploring examples that show a firm control of
sound judgments, audience awareness, clear
idea/theme, and the use of relevant and coherent
reasons for support.
CCSS does not specify types of text.
1.02 Respond to expressive materials that are read,
heard, and/or viewed by:
determining the main idea and/or significance of
events.
CCSS does not specify types of text.
2. Determine a theme or central idea of a text
and how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
3.01 Explore argumentative works that are read, heard
and/or viewed by:
analyzing the characteristics of argumentative
works
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
recognizing underlying messages in order to
identify theme(s) within and across works.
3
CCSS stresses objective summary.
CCSS identifies the theme or central idea of the
overall text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
3. Describe how a particular story’s or
drama’s plot unfolds in a series of episodes
as well as how the characters respond or
change as the plot moves toward a
resolution.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
exploring relationships between and among
characters, ideas, concepts, and/or experiences.
CCSS does not specify types of text.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
interpreting what impact genre-specific
characteristics have on the meaning of the work.
exploring what impact literary elements have on the
meaning of the text such as the influence of setting
or the problem and its resolution.
4
CCSS emphasizes how elements interact within a
text
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Craft and Structure
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
4. Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze
the impact of a specific word choice on
meaning and tone.
4.01 Determine the purpose of the author or creator by:
analyzing the effects of author’s craft on the
reader/viewer/listener.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
discussing and analyzing the effects on texts of such
literary devices as figurative language, dialogue,
flashback, and sarcasm.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
exploring how the author’s choice and use of a
genre shapes the meaning of the literary work.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
interpreting what impact genre-specific
characteristics have on the meaning of the work.
exploring what impact literary elements have on the
meaning of the text such as the influence of setting
or the problem and its resolution.
1.01 Narrate an expressive account (fictional or
autobiographical) which:
tells a story or establishes the significance of an
event or events
uses remembered feelings and specific details
uses a range of appropriate strategies (e.g.,
dialogue, suspense, movement, gestures,
expressions).
CCSS emphasizes both figurative and connotative
meanings
5. Analyze how a particular sentence,
chapter, scene, or stanza fits into the overall
structure of a text and contributes to the
development of the theme, setting, or plot.
6. Explain how an author develops the point
of view of the narrator or speaker in a text.
5
CCSS does not specify types of text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Integration of Knowledge and Ideas
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
7. Compare and contrast the experience of
reading a story, drama, or poem to listening
to or viewing an audio, video, or live version
of the text, including contrasting what they
“see” and “hear” when reading the text to
what they perceive when they listen or
watch.
4.01 Determine the purpose of the author or creator by:
Monitoring comprehension for understanding
of what is read, heard and/or viewed
Comments
8. (Not applicable to literature)
9. Compare and contrast texts in different
forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms
of their approaches to similar themes and
topics.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
interpreting what impact genre-specific
characteristics have on the meaning of the work.
6
CCSS is specific on comparing themes and topics in
different forms and genres.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Range of Reading and Level of Text Complexity
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text
complexity band proficiently, with
scaffolding as needed at the high end of the
range.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program.
CCSS refers to the 6-8 text complexity band as well
as scaffolding. Standard 10 defines a staircase of
increasing text complexity throughout grades which
requires increasing sophistication in students’
reading comprehension ability.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry).
7
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Key Ideas and Details
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
1. Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
2.01 Explore informational materials that are read,
heard, and/or viewed by:
drawing inferences and/or conclusions
Comments
2. Determine a central idea of a text and how
it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
2.01 Explore informational materials that are read,
heard, and/or viewed by:
restating and summarizing information.
determining the importance and accuracy of
information.
CCSS focuses on central idea developments
throughout text.
CCSS emphasizes objective summaries
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
interpreting text by explaining elements such as
plot, theme, point of view, characterization, mood,
and style.
3. Analyze in detail how a key individual,
event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples
or anecdotes).
2.01 Explore informational materials that are read,
heard, and/or viewed by:
studying the characteristics of informational text.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
exploring relationships between and among
characters, ideas, concepts, and/or experiences.
8
CCSS focuses analysis on characters, setting, and
ideas within a text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Craft and Structure
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
4. Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical
meanings.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
discussing and analyzing the effects on texts of such
literary devices as figurative language dialogue,
flashback and sarcasm.
2.01 Explore informational materials that are read,
heard, and/or viewed by:
studying the characteristics of informational works.
5. Analyze how a particular sentence,
paragraph, chapter, or section fits into the
overall structure of a text and contributes to
the development of the ideas.
Comments
CCSS emphasizes text as a whole
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
exploring how the author’s choice and use of a
genre shapes the meaning of the literary work.
6. Determine an author’s point of view or
purpose in a text and explain how it is
conveyed in the text.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
interpreting text by explaining elements such as
plot, theme, point of view, characterization, mood,
and style
9
CCSS extends the interpretation to include an
explanation
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Integration of Knowledge and Ideas
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
7. Integrate information presented in different
media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent
understanding of a topic or issue.
2.01 Explore informational materials that are read,
heard, and/or viewed by:
making connections between works, self and
related topics/information.
CCSS is more specific with the use of web 2.0
tools.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
recognizing underlying messages in order to
identify theme(s) within and across works.
8. Trace and evaluate the argument and
specific claims in a text, distinguishing claims
that are supported by reasons and evidence
from claims that are not.
9. Compare and contrast one author’s
presentation of events with that of another
(e.g., a memoir written by and a biography on
the same person).
3.02 Explore the problem solution process by:
studying examples (in literature and other text) that
present problems coherently, describe the solution
clearly, sequence reasons to support the solution,
and show awareness of audience.
3.03 Study argument that evaluate through:
exploring examples that show a firm control of
sound judgments, audience awareness, clear
idea/theme, and the use of relevant and coherent
reasons for support.
2.01 Explore informational materials that are read,
heard, and/or viewed by:
comparing and/or contrasting information.
10
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Range of Reading and Level of Text Complexity
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
10. By the end of the year, read and
comprehend literary nonfiction in the grades
6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the
range.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program.
CCSS refers to the 6-8 text complexity band as well
as scaffolding. Standard 10 defines a staircase of
increasing text complexity throughout grades which
requires increasing sophistication in students’
reading comprehension ability.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry).
11
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Text Types and Purposes
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Write arguments to support claims with
clear reasons and relevant evidence.
a. Introduce claim(s) and organize the
reasons and evidence clearly.
b. Support claim(s) with clear reasons and
relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
clarify the relationships among claim(s)
and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from the argument
presented.
2. Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant
content.
a. Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding
comprehension.
3.02 Explore the problem solution process by:
preparing individual and/or group essays and
presentation that focus on the diagnosis of a
problem and possible solutions.
CCSS provides specific writing procedures in
developing an argumentative text (beginning,
middle, and end)
3.03 Study arguments that evaluate through:
preparing individual and/or group essays and
presentations that use evaluate techniques
2.02 Use multiple sources or print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials)
12
CCSS provides specific writing procedures in
developing an informational text (beginning, middle,
and end)
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
Develop the topic with relevant facts,
definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
d. Use precise language and domainspecific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or
section that follows from the
information or explanation presented.
3. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by
establishing a context and introducing a
narrator and/or characters; organize an
event sequence that unfolds naturally
and logically.
b. Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters.
c. Use a variety of transition words,
phrases, and clauses to convey sequence
and signal shifts from one time frame or
setting to another.
d. Use precise words and phrases, relevant
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
1.01 Narrate an expressive account (e.g., fictional or
autobiographical) which:
tells a story or establishes the significance of an
event or events.
uses remembered feelings and specific details.
uses a range of appropriate strategies (e.g.,
dialogue, suspense, movement, gestures,
expressions).
CCSS provides specific writing procedures in
developing a narrative text (beginning, middle, and
end)
b.
13
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
e.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
descriptive details, and sensory language
to convey experiences and events.
Provide a conclusion that follows from
the narrated experiences or events.
14
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Production and Distribution of Writing
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
1.01 Narrate an expressive account (e.g., fictional or
autobiographical) which:
uses a coherent organizing structure appropriate to
purpose, audience, and context.
5. With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to
produce and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of
three pages in a single sitting.
Comments
5.01 Increases fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
extending understanding by creating products for
different purposes, different audiences and within
various contexts.
New expectation in CCSS – emphasizes
strengthening writing through implementing a
writing process
2.02 Use multiple sources or print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials) through:
exploring a variety of sources from which
information may be attained (e.g., books, Internet,
electronic databases, CD-ROM).
15
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Research to Build and Present Knowledge
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
7. Conduct short research projects to answer
a question, drawing on several sources and
refocusing the inquiry when appropriate.
2.02 Use multiple sources or print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials) through:
exploring a variety of sources from which
information may be attained (e.g., books, Internet,
electronic databases, CD-ROM).
distinguishing between primary and secondary
sources.
2.02 Use multiple sources or print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials) through:
exploring a variety of sources from which
information may be attained (e.g., books, Internet,
electronic databases, CD-ROM).
distinguishing between primary and secondary
sources.
2.01 Explore informational materials that are read,
heard, and/or viewed by:
comparing and/or comparing information
CCSS provides research procedures.
8. Gather relevant information from multiple
print and digital sources; assess the
credibility of each source; and quote or
paraphrase the data and conclusions of others
while avoiding plagiarism and providing
basic bibliographic information for sources.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 6 Reading standards to
literature (e.g., “Compare and contrast
texts in different forms or genres [e.g.,
stories and poems; historical novels and
fantasy stories] in terms of their
approaches to similar themes and
topics”).
3.03 Study arguments that evaluate through:
exploring examples that show a firm control of
sound judgments, audience awareness, clear
idea/theme, and the use of relevant and
coherent reasons for support.
16
CCSS provides research procedures
CCSS specifies using evidence from texts to support
analysis, reflection, and research.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
b.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
Apply grade 6 Reading standards to
literary nonfiction (e.g., “Trace and
evaluate the argument and specific
claims in a text, distinguishing claims
that are supported by reasons and
evidence from claims that are not”).
17
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
New expectation in CCSS – write extensively (short
periods of time and extended periods of time)
Range of Writing
Writing Standards
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences.
18
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Comprehension and Collaboration
Speaking and Listening Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation by
referring to evidence on the topic, text,
or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions,
set specific goals and deadlines, and
define individual roles as needed.
c. Pose and respond to specific questions
with elaboration and detail by making
comments that contribute to the topic,
text, or issue under discussion.
d. Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
1.03 Interact appropriately in group settings by:
contributing relevant comments connecting
personal experiences to content.
monitoring own understanding of the discussion
and seeking clarification as needed.
CCSS is specific with regards to effective group
discussions.
2. Interpret information presented in diverse
media and formats (e.g., visually,
quantitatively, orally) and explain how it
contributes to a topic, text, or issue under
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
extending understanding by creating products for
1.04 Reflect on learning experiences by:
describing personal learning growth and changes in
perspective.
19
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
study.
3. Delineate a speaker’s argument and
specific claims, distinguishing claims that
are supported by reasons and evidence from
claims that are not.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
different purposes, different audiences and within
various contexts.
3.01 Explore argumentative works that are read, heard,
and/or viewed by:
analyzing the characteristics of argumentative
works.
3.02 Explore the problem solution process by:
studying examples that present problems
coherently, describes the solution clearly, sequence
reasons to support the solution, and show awareness
of audience.
3.03 Study arguments that evaluate through:
exploring examples that show a firm control of
sound judgments, audience awareness, clear
idea/theme, and the use of relevant and coherent
reasons for support.
20
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Presentation of Knowledge and Ideas
Speaking and Listening Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
4. Present claims and findings, sequencing
ideas logically and using pertinent
descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye
contact, adequate volume, and clear
pronunciation.
3.03 Study arguments that evaluate through:
exploring examples that show a affirm control of
sound judgments, audience awareness, clear
idea/theme, and the use of relevant and coherent
reasons for support.
Comments
5. Include multimedia components (e.g.,
graphics, images, music, sound) and visual
displays in presentations to clarify
information.
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials.
6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
6.01 Demonstrate an understanding of conventional
written and spoken expression by:
exploring the role and use of dialects and of
standard English to appreciate appropriate usage in
different contexts.
21
CCSS specifies elements to include in presentations
to clarify information
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Conventions of Standard English
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
a. Ensure that pronouns are in the proper
case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself,
ourselves).
c. Recognize and correct inappropriate
shifts in pronoun number and person.*
d. Recognize and correct vague pronouns
(i.e., ones with unclear or ambiguous
antecedents).*
e. Recognize variations from standard
English in their own and others' writing
and speaking, and identify and use
strategies to improve expression in
conventional language.*
2. Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses,
dashes) to set off
nonrestrictive/parenthetical elements.*
b. Spell correctly.
6.01 Demonstrate an understanding of conventional
written and spoken expression by:
using pronouns correctly, including clear
antecedents and correct case
exploring the role and use of dialects and of
standard English to appreciate appropriate usage in
different contexts.
CCSS stresses the correct usage of conventions
when writing and speaking.
6.01 Demonstrate an understanding of conventional
written and spoken expression by:
developing an awareness of language conventions
and usage during oral presentations.
CCSS stresses the correct usage of conventions
when writing.
6.02 Identify and edit errors in spoken and written
English by:
reviewing and suing common spelling rules,
applying common spelling patterns, and developing
and mastering an individualized list of words that
are commonly misspelled.
22
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Vary sentence patterns for meaning,
reader/listener interest, and style.*
b. Maintain consistency in style and tone.*
6.01 Demonstrate an understanding of conventional
written and spoken expression by:
using a variety of sentence types correctly,
punctuating them properly, and avoiding fragments
and run-ons.
demonstrating the different roles of the parts of
speech in sentence construction.
Comments
Knowledge of Language
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
23
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 6
Cluster
Vocabulary Acquisition and Use
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 6 reading and
content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of
a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the
meaning of a word (e.g., audience,
auditory, audible).
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning or its part of
speech.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
6.01 Demonstrate an understanding of conventional
written and spoken expression by:
determining the meaning of unfamiliar vocabulary
words by using context clues, a dictionary, a
glossary, a thesaurus, and /or structural analysis
(roots, prefixes, suffixes) of words.
extending vocabulary knowledge by learning and
using new words.
Comments
5. Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g.,
6.01 Demonstrate an understanding of conventional
written and spoken expression by:
demonstrating the different roles of the parts of
speech in sentence construction
24
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
b.
c.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
personification) in context.
Use the relationship between particular
words (e.g., cause/effect, part/whole,
item/category) to better understand each
of the words.
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful,
thrifty).
6. Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
New expectation in CCSS.
25