What does a student learn in StateIllinois,GradeGrade 6,SubjectEnglish Language Arts?

Students find the exact lines in a story or poem that back up their thinking, then use those lines as proof when they write or talk about what they've read.

Students find the main message or theme of a story and explain how it builds across the text. Then they summarize the key details that support it, in their own words.

Students trace how a character, event, or idea changes across a story and explain what drives those changes. They look at how one moment shapes the next, connecting cause and effect through the whole text.

Students figure out what words really mean in context, including when an author uses figurative language or loaded word choices to set a mood. Then students look at how those word choices shift the feeling or meaning of the whole passage.

Students look at how a story or poem is built: how one paragraph sets up the next, how an early scene pays off later, and how the pieces fit together to make the whole thing work.

Students figure out who is telling the story and how that choice changes what gets included, what gets left out, and how the writing sounds.

Students compare what a story or poem says in words with how the same idea looks in a video, audio recording, or image. They think about what each format adds or leaves out.

Students read a text that's trying to persuade them and decide whether the author's argument holds up. They check whether the reasons make sense and whether the evidence actually supports the point being made.

Students read two texts on the same topic or theme and compare how each author handles it. The goal is to notice what's different about each writer's approach and what reading both texts together teaches them.

Students read full-length stories, novels, and poems on their own, handling the kind of complex language and ideas expected in sixth grade without step-by-step help.

Students back up their ideas with direct quotes or details pulled from the text, and they can also read between the lines to explain what the author implies but never states outright.

Students read a nonfiction passage and identify the main point the author is making. Then they trace how that point builds across the text and sum up the key details that back it up.

Students explain how people, events, and ideas in a nonfiction text connect and change from beginning to end. That means tracing why something happened or how one idea led to another.

Students figure out what words mean in context, including when an author uses a word to imply something or set a mood. They also look at how specific word choices make a passage feel serious, urgent, sarcastic, or something else entirely.

Students look at how a paragraph fits into the article around it, and how each section connects to the main point. They explain why the author put ideas in that order.

Students figure out who wrote a piece and why, then look at how that motive changes what the author includes, leaves out, or emphasizes. A writer trying to persuade shapes a text differently than one trying to inform.

Students read information from more than one source, such as a written article paired with a chart or video, then explain how the different formats work together or contradict each other.

Students read a nonfiction piece and decide whether the author's argument actually holds up. They check if the reasons make sense and if the facts given are relevant to the point being made.

Students read two articles or books on the same topic and look at how each author approaches it differently. What does each one focus on? What does each one leave out?

Students read articles, essays, and nonfiction books on their own, without help decoding or following the ideas. The texts get harder as the year goes on, and students are expected to keep up.

Students write a paragraph or essay that takes a clear position on a topic, then back it up with reasons and evidence from a text or source. The argument has to hold up, not just assert an opinion.

Students write explanatory pieces that break down a complex topic, like how a law gets passed or how a disease spreads, using facts, examples, and organized paragraphs to make the idea clear to a reader.

Students write stories, either made up or drawn from real life, using specific details and a clear sequence of events. The goal is to make readers feel like they are inside the moment, not just following along.

Students write with a clear focus, organized ideas, and a tone that fits the assignment. A lab report sounds different from a personal essay, and students learn to make those choices on purpose.

Students revise and improve their own writing by rereading, making edits, and sometimes starting a section over. The goal is to get from a rough first draft to a piece that actually says what they meant.

Students use computers or tablets to write, edit, and share their work, and to give feedback on classmates' writing. The focus is on using digital tools as part of the writing process, not just typing a final draft.

Students pick a focused question and research it, reading multiple sources to build real understanding of the topic. Short projects might take a few days; longer ones unfold over weeks.

Students find information from more than one source, decide which sources are trustworthy, and weave the ideas into their own writing without copying.

Students find specific lines, details, or facts from a book or article and use them to back up a point they're making in writing. The evidence has to connect clearly to the argument or idea.

Students practice writing often, on both quick tasks and longer projects, for different reasons and readers. The goal is building the habit of putting ideas on paper across many kinds of assignments.

Students come to discussions ready to talk and ready to listen. They pick up on what others say and add their own thoughts clearly enough that the conversation moves forward.

Students watch a video, read a graph, or listen to a talk, then decide what the information means and how well it holds up. The source doesn't matter as much as what students do with it.

Students listen to a speech or presentation and judge whether the speaker's argument holds up: Is the reasoning sound? Is the evidence real? Are they using language to persuade rather than prove?

Students organize a presentation so each point connects to the next and the evidence backs up the main idea. Listeners should be able to follow the argument without getting lost.

Students choose charts, images, or other visuals to support a presentation, making the main point clearer than words alone could.

Students shift how they talk depending on the situation. In a class discussion or presentation, they use formal English; in a small group, they adjust their word choice and tone to fit the moment.

Students apply standard grammar rules when they write and speak. This covers everything from choosing the right verb form to building sentences that are clear and complete.

Students use correct capitalization, punctuation, and spelling in their writing. This standard covers the mechanical rules that keep written sentences clear and easy to read.

Students choose words and sentence structures that fit the situation, whether they are writing a formal essay or a casual message. The goal is to make deliberate choices, not just correct ones.

When students hit an unfamiliar word, they use surrounding sentences or word parts like prefixes and roots to figure out what it means. This applies to words with more than one possible meaning, too.

Figurative language is when words mean more than their dictionary definition. Students identify phrases like "raining cats and dogs," explain what they actually mean, and recognize how word choice shifts the feeling of a sentence.

Students learn and correctly use words that appear across many subjects, like "analyze" or "summarize," as well as terms specific to science, history, or other fields. The goal is to use these words precisely in speaking and writing.