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NON-NEGOTIABLE (Generic) EVALUATION CRITERIA
2014-2020
Group II – English Language Arts
Grade 6
Yes
No
CRITERIA
NOTES
Equity, Accessibility and Format
1. INTER-ETHNIC
The instructional materials meet the inter-ethnic requirements –
concepts, content and illustrations – as set by West Virginia Board of
Education Policy (Adopted December 1970).
2. EQUAL OPPORTUNITY
The instructional materials meet the requirements of equal opportunity
– concept, content, illustration, heritage, roles contributions,
experiences and achievements of males and females in American and
other cultures – as set by West Virginia Board of Education Policy
(Adopted May 1975).
3. FORMAT
This resource is available as an option for adoption in an interactive
electronic format.
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Text Selection
Complexity of Texts: The submission exhibits concrete evidence that research-based quantitative measures as well as qualitative analysis
have been used in selection of complex texts that align to the standards. Further, submissions will include a demonstrable staircase of
text complexity as materials progress across grade bands.
4.
Texts for each grade band align with the complexity requirements outlined
in the objectives. Rare exceptions (in which the qualitative measure has
trumped the quantitative measure and placed the text outside the grade
band) are usually reserved for literary texts in the upper grades, with clear
explanation offered.
5.
Instructional materials include shorter, challenging texts that elicit close
reading and multiple readings for varied purposes.
6.
Instructional materials, including read aloud selections, provide all students
extensive opportunities to encounter and comprehend grade-level texts and
beyond.
Range of Text:
Instructional materials must reflect the distribution of text types and genres required by the standards.
7.
In grades K-5, ELA programs shift the balance of texts and instructional
time to 50% literature / 50% informational high-quality text. In grades 6‐12,
ELA programs shift the balance of texts and instructional time toward
reading a blend of literary fiction, literary nonfiction and other informational
texts.
8.
Instructional materials provide a thoughtful sequence or collection of texts
that build knowledge systematically through reading, writing, speaking and
listening. Specific anchor texts of grade-level complexity are selected for
close reading.
9.
Additional instructional materials increase the opportunity for regular
independent reading of texts that appeal to students.
Quality of Texts:
High-quality texts are worth reading closely and exhibit exceptional craft and thought, and provide useful information.
2
10. Literary texts must be content rich, well-crafted, and representative of a
variety of genres and subject matter.
11. Informational texts must provide opportunities to develop rich content
knowledge in a variety of disciplines and must reflect quality writing
appropriately calibrated for students in the band level.
Text-Dependent and Text-Specific Questions:
Questions in the instructional materials are high-quality, text-dependent and text-specific, drawing student attention to the significant aspects
of the text.
12. High-quality sequences of text-dependent questions and tasks require the
use of textual evidence according to grade-specific objectives.
13. Questions and tasks support students in analyzing the academic language
(vocabulary and syntax) prevalent in complex texts.
Scaffolding and Supports:
The instructional materials provide all students, including those who read below grade level, with extensive opportunities to encounter and
comprehend grade-level complex texts (either listened to or read) as required by the objectives. Instructional materials direct teachers to
return to focused parts of the text to guide students through rereading, discussion and writing about the ideas, events and information
regularly and systematically.
14. Pre-reading activities and suggested approaches to teacher scaffolding
are highly focused and begin with the text itself. Pre-reading activities
should be no more than 10% of time devoted to any reading instruction
and should exclude a summary of the text.
15. Instructional materials must be built with the goal of students gaining full
comprehension of complex texts. Reading strategies have to support
comprehension of specific texts and focus on building knowledge and
insight. Texts must not serve solely as platforms to practice strategies.
16. Questions and tasks require careful comprehension of the text as a
precursor for asking students for evaluation or interpretation.
17. Questions and tasks that address academic language (vocabulary and
syntax) support students in analyzing the meaning of complex texts.
18. Instructional materials offer monitoring/assessment opportunities that
genuinely measure progress. Progress must include gradual release of
supporting scaffolds for students to measure their independent abilities.
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19. Instructional materials must provide both reteaching and additional student
learning opportunities.
Writing to Sources
Instructional materials must adequately address the writing objectives for the grade.
20. Instructional materials provide opportunities for writing based on what
students have read, heard or viewed according to grade-specific
objectives.
21. Instructional materials provide prominent and varied writing
opportunities focusing on the following writing types and progressions:
 Grades K-2 must include opportunities for
informative/explanatory, opinion and narrative writing.
 Grades 3-5: informative/explanatory 35%, opinion 30%, narrative
35%
 Grades 6-8: informative/explanatory 35%, argument 35%,
narrative 30%
 Grades 9-12: informative/explanatory 40%, argument 40%,
narrative 20%
They also may reflect blended forms.
22. Instructional materials provide opportunities for short, focused research
projects to guide students in developing the expertise needed to
conduct research as stated in grade-specific objectives.
Speaking and Listening
To be aligned to the state approved content standards, instructional materials must reflect communication skills required for real-world
applications and for college and career readiness. Instructional materials should promote frequent and regular discussions about what
students have read, heard or viewed.
23. Instructional materials used in speaking and listening tasks must meet
the criteria for complexity, range and quality of texts.
24. Instructional materials provide students frequent, real-world
opportunities to engage effectively in a range of discussions and
collaborations that build on the ideas of others.
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25. Instructional materials provide opportunities to develop active listening
skills, such as asking relevant questions and elaborating on remarks of
others. In grades 3-12, this includes note taking.
26. Instructional materials must provide opportunities to gather evidence to
discuss and orally present findings using academic language.
Language
Instructional materials must adequately address the language objectives for the grade.
27. Instructional materials address the grammar and language conventions
specified by the language objectives at each grade level.
28. Instructional materials guide students in discovering accurate usage
patterns (grades K-2), and in identifying and correcting their own error
patterns in usage and conventions (grades 3-12).
29. To avoid teaching language concepts in isolation, instructional
materials align and integrate language objectives with the reading,
writing, speaking and listening objectives.
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GENERAL EVALUATION CRITERIA
2014-2020
Group II – English Language Arts
Grade 6
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be
met with I (In-depth) or A (Adequate) in order to be recommended.
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of content standards, materials must also clearly connect to Learning for the 21 st Century which
includes opportunities for students to develop:
College- and Career-Readiness Skills
Thinking and Problem-Solving Skills
English Language Arts Content:
1. is presented in a way that deepens student understanding through meaningful
and challenging inquiry-based learning that builds on prior knowledge and
promotes interdisciplinary connections;
2. engages in complex analysis of content presented in a variety of mediums that
promotes the development of mental perspectives, thoughtful well-framed
questions and judgments applicable to students’ own lives and future situations;
3. promotes local and global connections past and present in real-world, authentic
relationships that encourage the consideration of the human condition; and
4. makes unusual associations and provides a variety of solutions to problems to
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reach unexpected answers.
Information and Communication Skills/English Language Arts
For student mastery of content standards, the instructional materials will include multiple strategies that provide students with opportunities to:
5. locate existing information in a variety of formats, interpret meaning and then
create original communication;
6. make informed choices; and
7. interact with outside resources through opportunities for local and global
collaboration in a variety of safe venues.
Personal and Workplace Productivity Skills
For student mastery of content standards, the instructional materials will provide students with opportunities to:
8. conduct research, validate sources and report ethically on findings;
9. identify, evaluate and apply appropriate technology tools for a variety of
purposes;
10. engage in self-directed inquiry;
11. work collaboratively; and
12. practice time-management and project management skills in problem-based
learning situations.
Developmentally Appropriate Instructional Resources and Strategies
For student mastery of content standards, the instructional materials
13. are structured to ensure all students meet grade‐specific expectations as they
develop content knowledge and literacy skills aligned to college and career
readiness expectations.
14. include suggestions for appropriate scaffolding and provide opportunities to
engage in high interest, age‐appropriate activities that simulate real‐life
situations, and make cross‐curricular, global connections.
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15. provide opportunities for students to link prior knowledge to new information to
construct their own viable mental maps and deepen understanding.
16. provide students with opportunities to use print, graphs, visual displays, media
and technology sources to acquire and apply new information.
17. offer opportunities for students to build an understanding of sequencing of time,
events and text with or without an anchor text.
18. provide opportunities for students to investigate issues that are interconnected to
explore complex problems that can change at varied entry points suggesting the
possibility of multiple solutions.
19. provide opportunities for students to investigate texts that are interconnected and
linked to an anchor text.
20. include guiding questions and text-dependent questions to aid student
comprehension.
21. include best practices that emphasize the importance of authentic vocabulary
acquisition using multiple methods and modes that motivate and increase
vocabulary skills.
22. support personalized learning through intervention and enrichment activities.
23. provide a dynamic, interactive website for students to access electronic
resources (e.g., podcasts, breaking news events, videos, etc.).
24. include a professional resource that builds content and pedagogical knowledge
for the teacher.
25. include high-quality sequences of text-dependent questions to guide students in
delving deeper into text and graphics and elicit sustained attention to the
specifics of the text and their impact.
26. include questions and tasks that assess the depth and complexity of the
analytical thinking required by the objectives. (Note: not every objective must be
assessed with every text.)
Life Skills
For student mastery of content standards, the instructional materials will provide students with opportunities to:
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27. achieve print literacy through access to a wide variety of high-quality classic and
contemporary reading materials that address student interests and allow choice
(e.g., literary fiction, literary nonfiction, informational text) to build a coherent
body of knowledge and a joy in reading. Selections must meet quantitative and
qualitative standards at the specific grade band;
28. achieve visual and media literacy through access to a wide variety of high-quality
materials including, but not limited to, graphic novels, primary and secondary
source documents, digital media, podcasts, vodcasts, audio recordings, visual
art, videos, etc.; and
29. achieve global literacy and an understanding of the impact of global
issues/events on their own lives through access to a wide variety of
developmentally-appropriate, high-quality current print and non-print materials
and technology resources.
30. practice situational language (e.g. mock interviews, presentations, debates,
speeches, collaborative discussions, social media) in real-world activities.
Assessment
31. Instructional materials provide tools for a balanced approach to assessment
including diagnostic, formative and summative assessments in multiple formats
(i.e., rubrics, text-dependent questions (TDQs), performance tasks, open-ended
questions, portfolio evaluation, and multimedia simulations).
32. Instructional materials provide supports for assessment (i.e., rubrics, student
work samples, model texts).
Organization, Presentation and Format
33. Information is organized logically and presented clearly using multiple methods
and modes for delivering differentiated instruction that motivates and increases
literacy as students engage in high interest, authentic activities.
34. The media included in the instructional materials must enhance and support
instruction and learning.
35. Instructional materials include an electronic file of the student edition provided on
an electronic data storage device (e.g., CD, DVD, USB drive, etc.) and through a
link on the publisher’s server, both of which are accessible by an internetenabled device that can open standard file formats.
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SPECIFIC EVALUATION CRITERIA
2014-2020
Group II – English Language Arts
Grade 6
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. Students in sixth
grade will continue enhancing skills through a developmentally-appropriate progression of standards. Following the skill progressions from fifth grade, the
following chart represents the components of literacy that will be developed in the reading, writing, speaking/listening, and language domains in sixth grade:
Reading
 Gain knowledge from materials that make extensive use
of elaborate diagrams and data to convey information
and illustrate concepts.
 Evaluate the argument and specific claims in written
materials or a speech, and distinguish claims that are
supported by reasons and evidence from claims that are
not.
Speaking/Listening
 Present claims and findings to others orally; sequence
ideas logically and accentuate main ideas or themes.
 Review and paraphrase key ideas and multiple
perspectives of a speaker.
Writing
 Write brief reports and arguments that examine a topic,
have a clear focus, and include relevant facts, details, and
quotations.
 Conduct short research projects to answer a question;
draw on several sources and sharpen the focus based on
the research findings.
 Write narratives with logical sequences of events.
Language
 Determine the correct meaning of a word based on the
context in which it is used (e.g., the rest of the sentence
or paragraph; a word’s position or function in a
sentence).
Grades 6-8 Specifications
In grades 6-8, students should be exposed to texts that fall in the 925-1185 Lexile range in order to meet college- and career-readiness expectations. By the end
of the programmatic level (grade 8) and over the course of the entire instructional day, the distribution of text types should shift to 45% literary and 55%
informational, and writing types should shift to 35% argumentative, 35% informative, and 30% narrative.
Numbering of Standards
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The following English language arts standards will be numbered continuously. The ranges in the chart below relate to the clusters found within the English
language arts domains:
Reading
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Text Complexity
Writing
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking & Listening
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Standards 1-6
Standards 7-12
Standards 13-17
Standards 18-19
Standards 20-22
Standards 23-25
Standards 26-28
Standard 29
Standards 30-32
Standards 33-35
Standards 36-37
Standard 38
Standards 39-41
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For student mastery of content standards, the instructional materials will provide students with the opportunity to
IMR Committee Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
READING
Key Ideas and Details
1.
Cite textual evidence to support analysis of what the literary text says explicitly
as well as inferences drawn from the text.
2.
Determine a theme or central idea of a literary text and how it is conveyed
through particular details; provide a summary of the text distinct from personal
opinions or judgments.
3.
Describe how a particular story’s or drama’s plot unfolds in a series of events
and how the characters respond or change as the plot moves toward a
resolution.
4.
Cite textual evidence to support analysis of what the informational text says
explicitly as well as inferences drawn from the text.
5.
Determine a central idea of an informational text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions
or judgments.
6.
Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and developed in an informational text (e.g., through examples or anecdotes.
7.
Determine the meaning of the words and phrases as they are used in a literary
text, including figurative and connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
8.
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a literary text and contributes to the development of the theme,
Craft and Structure
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setting, or plot.
9.
Explain how an author develops the point of view of the narrator or speaker in a
literary text.
10. Determine the meaning of words and phrases as they are used in an
informational text, including figurative, connotative, and technical meanings.
11. Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of an informational text and contributes to the development of
the ideas.
12. Determine the author’s point of view or purpose in an informational text and
explain how it is communicated in the text.
Integration of Knowledge and Ideas
13. 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 literary text, including
contrasting what is “seen” and “heard” when reading the text to what is perceived
when listening or watching.
14. Compare and contrast literary texts in different forms or genres (e.g., stories,
poems, historical novels, and fantasy stories) in terms of their approaches to
similar theme and topics.
15. Integrate information presented in different media or formats (e.g., visually and/or
quantitatively) and in words to develop a coherent understanding of a topic or
issue.
16. Trace and evaluate the argument and specific claims in an informational text,
distinguishing claims that are supported by reasons and evidence from claims
that are not.
17. Compare and contrast two authors’ presentations of events (e.g., a memoir
written by and a biography on the same person) in informational text.
Range of Reading and Text Complexity
18. By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 6-8 text complexity range proficiently, with
scaffolding as needed at the high end of the range.
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19. By the end of the year, read and comprehend nonfiction and other informational
texts in the grades 6-8 text complexity range proficiently, with scaffolding as
needed at the high end of the range.
WRITING
Text Types and Purposes
20. Write arguments to support claims with clear reasons with relevant evidence.

Introduce claim(s) and organize the reasons and evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the argument
presented.
21. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.

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 or
tables), and multimedia when useful to aid comprehension.

Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and
concepts.

Use precise language and domain-specific vocabulary to inform about or
explain the topic.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the information
or explanation presented.
22. Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
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
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.

Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.

Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
23. 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 Text Types and Purposes.)
24. 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. (Editing for conventions should demonstrate command or Language
standards up to and including grade 6.)
25. 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 efficiently and accurately.
Research to Build and Present Knowledge
26. Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
27. 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.
28. Draw evidence from literary or informational texts to support analysis, reflection,
and research.

Apply grade 6 Reading standards to literature (e.g., “compare and contrast
texts in different forms or genres [e.g., stories, poems, historical novels,
and fantasy stories] in terms of their approaches to similar themes and
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topics”).

Apply grade 6 Reading standards to nonfiction and other informational
texts (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”).
Range of Writing
29. 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.
SPEAKING & LISTENING
Comprehension and Collaboration
30. Engage effectively in a range of collaborative discussions (one-o-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing ideas clearly.

Come to discussions prepared, having read or studies required materials;
explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.

Follow rules for shared discussions, set specific goals and deadlines, and
define individual roles as needed.

Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.

Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
31. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, and/or orally) and explain how it contributes to a topic, text, or
issue under study.
32. Delineate a speaker’s argument and specific claims, distinguishing claims that
are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
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33. 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.
34. Include multimedia components (e.g., graphics, images, music, and/or sound)
and visual displays in presentations to clarify information.
35. Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grade 6 Language standards
for specific expectations.)
LANGUAGE
Conventions of Standard English
36. Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.

Ensure that pronouns are in the proper case (subject, objective, or
possessive).

Use intensive pronouns (e.g., myself or ourselves).

Recognize and correct inappropriate shifts in pronoun number and person.

Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).

Recognize variations from Standard English in one’s own and others’
writing and speaking; identify and use strategies to improve expression in
conventional language.
37. Demonstrate command of the conversation of Standard English capitalization,
punctuation, and spelling when writing.

Use punctuation (commas, parentheses, or dashes) to set off
nonrestrictive/parenthetical elements.
Knowledge of Language
38. Use knowledge of language and its conventions when writing, speaking, reading,
or listening.

Vary sentences patterns for meaning, reader/listener interest, and style.
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
Maintain consistency in style and tone.
Vocabulary Acquisition and Use
39. 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.

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.

Use common, grade-appropriate Greek, or Latin affixes and roots as clues
to the meaning of a word (e.g., audience, auditory, and audible).

Consult reference materials (e.g., dictionaries, glossaries, and/or
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of speech.

Verify the initial determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary.)
40. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

Interpret figures of speech (e.g., personification) in context.

Use the relationship between particular words (e.g., cause/effect,
part/whole, or 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, frugal, and
thrifty).
41. Acquire and accurately use grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
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