I Can Statements
Sixth Grade
English Language Arts Standards
Standard
Reading Literature
Sixth Grade
RL1. Cite textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RL2.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.
I Can Statements
Academic
Vocabulary
Teacher Notes
Standard Taught
Theme/Lesson
1
I can cite and support
analysis of explicit
textual evidence.
textual evidence
analysis
inferences
explicit
I can cite and support
analysis of inferential
textual evidence.
I can determine the
theme.
I can identify details
key to the development
of the theme.
I can provide a
summary distinct from
personal opinions or
judgments.
theme
summary
details
2
3
4
5
6
RL3. 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.
I can describe how a
story’s plot unfolds in a
series of episodes.
RL4. 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.
I can determine the
literal, figurative, and
connotative meaning of
words and phrases in
the texts.
RL5. 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.
I can analyze how
sentences, chapters,
scenes, or stanzas fit the
structure of a text.
RL6. Explain how an
author develops the point
of view of the narrator or
speaker in a text.
I can explain how an
author develops the
point of view of the
narrator or speaker in a
text.
plot
characters
resolution
I can describe how
characters respond or
change as the plot
moves toward a
resolution.
I can analyze the impact
of specific word choice
on meaning and tone.
I can analyze how
sentences, chapters,
scenes, or stanzas
contribute to the
development of themes,
setting, or plot.
literal
figurative
connotative
word choice
tone
meaning
sentence
chapter
scene
stanza
theme
setting
plot
point of view
narrator
1
2
3
4
5
6
RL7. 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.
I can compare reading a
story, drama, or poem
with listening to, or
viewing an audio, video,
or live version of the
text.
compare
contrast
I can contrast reading
with other modes of
presentation.
RL 8(Not applicable to
literature)
RL9. 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.
I can compare different
genres in approaches in
similar themes and
topics.
RL10. 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.
I can proficiently read
literature in the 6-8 text
band with scaffolding at
the high end of the
range.
I can contrast different
genres in approaches in
similar themes and
topics.
I can comprehend
literature in the 6-8 text
band with scaffolding at
the high end of the
range.
compare
contrast
genre
scene
topic
scaffolding
1
2
3
4
5
6
Reading Informational
Text - Sixth Grade
RI1. Cite textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RI2. 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.
1
I can cite and support
analysis of explicit
textual evidence.
I can cite and support
analysis of inferential
textual evidence.
I can determine the
central idea.
I can identify details
key to the development
of the central idea.
textual evidence
analysis
inferences
explicitly
central idea
summary
details
I can provide a
summary distinct from
personal opinions or
judgments.
RI3. Analyze in detail how
a key individual, event, or
idea is introduced,
illustrated, and elaborated
in a text (e.g., through
examples or anecdotes).
I can analyze how an
individual, event, or
idea is introduced in the
text.
I can analyze how an
individual, event, or
idea is illustrated in the
text.
I can analyze how an
individual, event, or
idea is elaborated in the
text.
analyze
introduced
illustrated
elaborated
2
3
4
5
6
RI4. Determine the
meaning of words and
phrases as they are used in
a text, including figurative,
connotative, and technical
meanings.
I can determine the
literal, figurative, and
connotative and
technical meaning of
words.
RI5. 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.
I can analyze how
sentences, paragraphs,
chapters, or sections fit
the structure of a text.
RI6. Determine an
author’s point of view or
purpose in a text and
explain how it is conveyed
in the text.
I can determine an
author's point of view
or purpose.
RI7. 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
I can integrate
information from
different formats to
develop an
understanding of a
topic or issue.
I can analyze the impact
of specific word choice
on meaning and tone.
literal
figurative
connotative
word choice
tone
meaning
sentences
paragraphs
chapter
sections
ideas
I can analyze how
sentences, paragraphs,
chapters, or sections
contribute to the
development of ideas.
point of view
purpose
I can determine how an
author's point of view
or purpose is conveyed
in the text.
integrate
1
2
3
4
5
6
RI8. 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.
I can trace the
argument and specific
claims in a text.
trace
evaluate
claims
argument
I can evaluate the
argument and specific
claims in a text.
I can distinguish claims
that are supported by
reasons and evidence
from claims that are
not.
RI9. Compare and contrast
one author’s presentation
of events with that of (e.g.,
a memoir written by and a
biography on the same
person).
I can compare one
author’s presentation of
events with that of
another.
RI10. 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.
I can read literary nonfiction in the 6-8 text
band with scaffolding at
the high end of the
range.
compare
contrast
I can contrast one
author’s presentation of
events with that of
another.
I can comprehend
literary non-fiction in
the 6-8 text band with
scaffolding at the high
end of the range.
scaffolding
1
2
3
4
5
6
Writing – Sixth Grade
1
W 1. Write arguments to
support claims with clear
reasons and relevant
evidence.
I can write arguments
to support claims with
clear reasons and
relevant evidence.
arguments
clear reasons
relevant
evidence
a. Introduce claim(s) and
organize the reasons and
evidence clearly.
I can introduce
claim(s).
claims
reasons
evidence
b. Support claim(s) with
clear reasons and relevant
evidence, using credible
sources and demonstrating
an understanding of the
topic or text.
I can support claim(s)
with clear reasons and
relevant evidence.
I can organize reasons
and evidence clearly.
I can use credible
sources.
claims
reasons
evidence
credible sources
I can demonstrate an
understanding of the
topic or text.
c. Use words, phrases, and
clauses to clarify the
relationships among
claim(s) and reasons.
I can use words,
phrases, and clauses to
clarify the relationships
among claim(s) and
reasons.
clarify
d. Establish and maintain
a formal style.
I can establish and
maintain a formal style.
formal style
e. Provide a concluding
statement or section that
follows from the argument
presented.
I can provide a
concluding statement
or section that follows
from the argument
presented.
concluding
statement
2
3
4
5
6
W 2. Write
informative/explanatory
texts to examine a topic
and convey ideas,
concepts, and information
through the selection,
organization, and analysis
of relevant content.
I can write
informative/explanator
y texts to examine a
topic and convey ideas,
concepts, and
information.
informative/
explanatory
texts
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.
I can introduce a topic;
organize ideas,
concepts, and
information.
b. Develop the topic with
relevant facts, definitions,
concrete details,
quotations, or other
information and examples.
I can develop the topic
with relevant facts,
definitions, concrete
details, quotations, or
other information and
examples.
relevant facts
definitions
concrete details
quotations
c. Use appropriate
transitions to clarify the
relationships among ideas
and concepts.
I can use appropriate
transitions to clarify the
relationships among
ideas and concepts.
transitions
clarify
relationships
I can select, organize
and analyze relevant
content.
I can use strategies such
as definition,
classification,
comparison/contrast,
and cause/effect.
definition
classification
comparison/
contrast
cause/effect
formatting
graphics
multimedia
I can include
formatting, graphics,
and multimedia when
useful to
comprehension.
1
2
3
4
5
6
d. Use precise language
and domain-specific
vocabulary to inform
about or explain the topic.
I can use precise
language and domainspecific vocabulary to
inform about or explain
the topic.
precise language
domain-specific
e. Establish and maintain
a formal style.
I can establish and
maintain a formal style.
f. Provide a concluding
statement or section that
follows from the
information or explanation
presented.
I can provide a
concluding statement
or section that follows
from the information or
explanation presented.
establish
maintain
formal style
concluding
statement
W 3. Write narratives to
develop real or imagined
experiences or events
using effective technique,
relevant descriptive
details, and wellstructured event
sequences.
I can write narratives to
develop real or
imagined experiences
or events.
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.
I can engage and orient
the reader by
establishing a context
and introducing a
narrator and/or
characters.
I can use effective
technique, relevant
descriptive details, and
well-structured event
sequences.
I can organize an event
sequence that unfolds
naturally and logically.
narratives
effective
technique
relevant
descriptive
details
well-structured
event sequences
engage
orient
context
narrator
character
event sequence
1
2
3
4
5
6
b. Use narrative
techniques, such as
dialogue, pacing, and
description, to develop
experiences, events,
and/or characters.
I can use narrative
techniques, such as
dialogue, pacing, and
description, to develop
experiences, events,
and/or characters.
narrative
techniques
c. Use a variety of
transition words, phrases,
and clauses to convey
sequence and signal shifts
from one time frame or
setting to another.
I can use a variety of
transition words,
phrases, and clauses to
convey sequence and
signal shifts from one
time frame or setting to
another
transition words
sequence
d. Use precise words and
phrases, relevant
descriptive details, and
sensory language to
convey experiences and
events.
I can use precise words
and phrases, relevant
descriptive details, and
sensory language to
convey experiences and
events
sensory
language
e. Provide a conclusion
that follows from the
narrated experiences or
events.
I can provide a
conclusion that follows
from the narrated
experiences or events.
conclusion
WS 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.)
I can produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
1
2
3
4
5
6
W 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.
(Editing for conventions
should demonstrate
command of Language
standards 1–3 up to and
including grade 6 on page
52.)
I can, 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.
W6. 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.
I can use technology,
including the Internet,
to produce and publish
writing.
W7. Conduct short
research projects to
answer a question,
drawing on several sources
and refocusing the inquiry
when appropriate
I can conduct short
research projects to
answer a question.
1
technology
keyboarding
I can interact and
collaborate with others.
I can demonstrate
sufficient command of
keyboarding skills to
type a minimum of
three pages in a single
sitting.
I can draw on several
sources.
I can refocus inquiry
when appropriate.
conduct
research project
inquiry
refocus
appropriate
2
3
4
5
6
W8. 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.
I can gather relevant
information from
multiple print and
digital sources.
I can assess the
credibility of sources.
relevant
credibility
paraphrase
conclusions
plagiarism
bibliographic
I can quote or
paraphrase the data and
conclusions.
I can avoid plagiarism.
I can providing basic
bibliographic
information for sources.
W9. Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
I can draw evidence
from literary or
informational texts to
support analysis.
I can draw evidence
from literary or
information texts to
support reflection.
I can draw evidence
from literary or
informational texts to
support research.
evidence
analysis
reflection
research
1
2
3
4
5
6
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”).
I can apply grade 6
Reading standards to
literature
b. 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”).
I can apply grade 6
Reading standards to
literary nonfiction.
W10. 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.
I can write routinely
over extended time
frames.
I can write routinely
over shorter time
frames.
I can write routinely for
a range of disciplinespecific tasks, purposes,
and audiences.
1
2
3
4
5
6
Speaking and
Listening Sixth Grade
SL1. 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.
1
I can engage effectively
in a range of
collaborative
discussions (one-onone, in groups, and
teacher led) with
diverse partners on
grade 6 topics, texts,
and issues.
collaborative
diverse
I can build on others’
ideas.
I can express my own
ideas 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.
I can come to
discussions prepared,
having read or studied
required material.
I can explicitly draw on
that preparation by
referring to evidence on
the topic, text, or issue.
I can probe and reflect
on ideas under
discussion.
referring to
evidence
probe
reflect
2
3
4
5
6
c. Pose and respond to
specific questions with
elaboration and detail by
making comments that
contribute to the topic,
text, or issue under
discussion.
I can pose and respond
to specific questions.
d. Review the key ideas
expressed and
demonstrate
understanding of multiple
perspectives through
reflection and
paraphrasing.
I can review the key
ideas expressed through
reflection and
paraphrasing.
SL2. 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 study.
I can interpret
information presented
in diverse media and
formats.
I can elaboration and
use detail by making
comments that
contribute to the topic,
text, or issue under
discussion.
pose
elaboration
contribute
reflection
paraphrasing
demonstrate
perspective
I can demonstrate an
understanding of
multiple perspectives
through reflection and
paraphrasing.
I can explain how it
contributes to a topic,
text, or issue under
study.
interpret
formats
1
2
3
4
5
6
SL3. Delineate a speaker’s
argument and specific
claims, distinguishing
claims that are supported
by reasons and evidence
from claims that are not.
I can delineate a
speaker’s argument and
specific claims.
SL4. 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.
I can present claims
and findings.
delineate
distinguishing
I can distinguish claims
that are supported by
reasons and evidence
from claims that are
not.
I can sequence ideas
logically.
I can use pertinent
descriptions, facts, and
details to accentuate
main ideas or themes.
I can use appropriate
eye contact.
I can use adequate
volume.
I can use clear
pronunciation.
sequence
logically
pertinent
accentuate
descriptions
pronunciation
1
2
3
4
5
6
Language –
Sixth Grade
LS 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.
1
I can determine the
meaning of unknown
and multiple-meaning
words and phrases.
clarify
multiplymeaning words
strategies
I can clarify the
meaning of unknown
and multiple-meaning
words and phrases.
I can choose 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.
I can use context as a
clue to the meaning of a
word or phrase.
context
b. Use common, gradeappropriate Greek or
Latin affixes and roots as
clues to the meaning of a
word (e.g., audience,
auditory, audible).
I can use common,
grade-appropriate
Greek or Latin affixes
and roots as clues to the
meaning of a word.
affixes
roots
2
3
4
5
6
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.
I can consult reference
materials, 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).
LS 5. Demonstrate
understanding of
figurative
language, word
relationships, and nuances
in word meanings.
I can verify the
preliminary
determination of the
meaning of a word or
phrase.
I can demonstrate
understanding of
figurative language.
I can demonstrate
understanding of word
relationships.
reference
materials
pronunciation
verify
preliminary
figurative
language
word
relationships
nuances in word
meanings
I can demonstrate
understanding of
nuances in word
meanings.
a. Interpret figures of
speech (e.g.,
personification) in context.
I can interpret figures
of speech in context.
figures of speech
b. Use the relationship
between particular words
(e.g., cause/effect,
part/whole,
item/category) to better
understand each of the
words.
I can use the
relationship between
particular words to
better understand each
of the words.
relationship
1
2
3
4
5
6
c. Distinguish among the
connotations
(associations) of words
with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty).
I can distinguish among
the connotations
(associations) of words
with similar
denotations
(definitions).
connotations
denotations
1
2
3
4
5
6
LS6. Acquire and use
accurately grade
appropriate
general academic and
domain-specific words
and phrases; gather
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.
I can acquire and use
accurately grade
appropriate general
academic and domainspecific words and
phrases.
academic
domain
1
2
3
4
5
6
I can gather vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression.