SIXTH GRADE READING CURRICULUM
The primary focus of the reading curriculum in the Archdiocese of Kansas City in
Kansas is to maximize the talents in our students so they may become proficient and
informed critical readers in God’s ever changing world.
STANDARD 1: READING
The student will read and comprehend text across the curriculum including Bible
Scripture.
Structural Analysis
The student will:
1. Apply the following structural analysis skills to identify, pronounce, and
understand unfamiliar words in isolation or context:
Base (root) words
Suffixes
Prefixes
Syllabication
Vocabulary Development
The student will:
1. Predict the meaning of unknown words by applying the following vocabulary
techniques:
Context clues ▲
Homographs/homophones
Synonyms/antonyms
Classification skills
Analogies
Connotation/denotation
Vocabulary expansion
Selection vocabulary
Word structure▲
Figurative language (similes, metaphors, analogies) ▲
Comprehension
The student will:
1. Demonstrate comprehension of a selected text by applying strategies listed below:
Literal
Inferential
Critical
Response
Sequence
Make and draw
Fact/opinion
Retelling
Topic▲
conclusions▲
Prior knowledge
Generate questions
Main Idea▲
Sequence+
Conclusions/generalizations Drawing/singing/acting
Details▲
Main idea
Evaluation/judgments
Following directions
Cause/effect+▲
(unstated)+
Interpretation
Writing
Referents
Compare/Contrast+ Author's purpose
Discussion
Compare/contrast▲
Visualization/imagery
Summarizing
Problem solving
Paraphrasing
Persuasion
Propaganda
Slanted writing/ bias
Text structures▲
Study Strategies
The student will:
1. Select and appropriately apply the following study strategies by writing a research
paper in a content area:
Alphabetizing
Dictionary/glossary skills
Graphic aids (see Reading Framework)
Structural devices (see Reading Framework)
Book Parts (see Reading Framework)
Index
Bibliography
Preface +
Appendix +
Pronunciation key
Pausing and reflecting strategies (see Appendix B)
Word origins/history
Learning resources (see Reading Framework) +
Thesaurus
Research
Outlines
Note taking
Technology
Access resource materials
Skim/scan
Transfer reading strategies across curriculum
2. Understand the purpose of text features e.g. title, graphs, charts, table of contents,
etc.▲
3. Use paraphrasing and organizational skills to summarize information.▲
Literary Elements
The student will:
1. Dissect literature by identifying the following devices in a given text:
Stylistic (see Reading Framework)
Literary (see Reading Framework)
Figures of Speech (see Reading Framework)
2. Analyze literature by locating the following story elements:
Setting
Main characters
Character and setting relationship
Problem/conflict
Character motivation +
Plot: beginning, conflict, rising action, climax, conclusion
3. Identify and describe the author’s purpose and basic techniques used. ▲
4. Identify and describes evidence that supports conclusions in persuasive text. ▲
5. Distinguish between fact and opinion, and recognizes propaganda, bias, and
stereotypes in various types of texts. ▲
6. Describe different aspects of major and minor characters.▲
7. Identify and describe the setting and analyzes connections between the setting and
other story elements. ▲
8. Identify major and minor events related to the conflict in a story. ▲
Authors, cultures, and genre.
The student will:
1. Read and distinguish authors, cultures, and characteristics of a variety of selected
genre: (see Appendix B for further explanation)
Narrative fiction
Nonfiction
Bible
2. Be able to identify different text type: narrative, expository, persuasion,
technical.
Reading Fluency
The student will:
1. Illustrate their proficiency in reading and expression, projection and fluency
through the use of drama or other creative recitation.
2. Develop reading fluency through sustained silent reading.
Supplemental/Independent Reading
The student will:
1. Verify their supplemental/independent reading by charting the following criteria
for each selection:
Reading purpose
Opinion
Author
Content area
STANDARD 2: LITERATURE
The student will respond to a variety of text and identify Catholic moral values and/or
teaching of our Catholic faith.

Literature is infused with Catholic values. NCEA has developed a list of
books that promote Catholic values. See the NCEA Working Booklist.
STANDARD 3: WRITING
The student will write effectively for a variety of audiences, purposes, and contexts.

Writing is infused with Catholic values. See the Language Arts curriculum.
STANDARD 4: RESEARCH
The student will apply reading and writing skills to demonstrate learning.
The student will:
1. Use effective research practices.
2. Use ethical research practices.
+ Denotes mastery (see Appendix B)