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

Students find the exact words in a story or novel that back up their answer, then quote or point to those lines when explaining what they think the text means.

Students find the main message of a story and trace how it builds across the text. They also summarize the key details that support it.

Students track how a character, event, or idea changes from the beginning of a story to the end, then explain why those changes happen. The focus is on connection: how one moment in the text shapes the next.

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

Students look at how a story or poem is built, noticing how one paragraph connects to the next and how each part shapes the whole piece.

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

Students compare how a story or idea is presented across different formats, like a book, a film, or a graph, and explain what each version shows that the others don't.

Students read a text and decide whether the author's argument holds up. They look at whether the reasons make sense and whether the evidence actually supports the point being made.

Students read two texts on the same theme or topic, then compare how each author handles it. The focus is on what's similar, what's different, and what reading both teaches that neither text alone would.

Students read novels, stories, and poems at a sixth-grade level on their own, without help decoding or following the text.

Students back up their ideas with specific lines or details from the text, not just their own opinions. They also read carefully enough to draw conclusions the author implies but never states outright.

Students find the main point of a nonfiction passage and track how the author builds on it through the details. Then they write a short summary that captures the key ideas without copying the text word for word.

Students trace how a person, event, or idea changes across a nonfiction text and explain why those changes happen. They look at how one thing shapes another as the piece unfolds.

Students figure out what words mean in context, including when a word carries an emotional charge or works as a figure of speech. They also look at how an author's word choices change the feeling or message of a piece.

Students look at how a paragraph connects to the rest of an article, or how one sentence sets up an idea that the next paragraph explains. The goal is to see how the pieces fit together to build the writer's full point.

Students read a nonfiction piece and figure out why the author wrote it and what they believe. Then they notice how those goals shape what details get included and how the writing sounds.

Students read the same information in different formats, like a graph, a video clip, and a written article, then compare what each one shows and judge which details come through best in each format.

Students read an argument and decide whether the reasons actually support the point and whether the evidence is real and relevant. They practice spotting weak logic before it fools them.

Students read two texts on the same topic and compare how each author covers it. They look for what the authors agree on, where they differ, and what each source adds to the full picture.

Students read nonfiction passages on their own, without help decoding or following along. The focus is on understanding what they read well enough to answer questions, discuss the text, or write about it.

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

Students write an explanatory piece that breaks down a complex topic, like a science process or historical event, into clear, accurate information a reader can follow and learn from.

Students write a story, real or made-up, with a clear sequence of events and specific details that make the experience feel vivid. The focus is on craft: how the story is structured, what details are chosen, and how the writing pulls a reader through.

Students write pieces where the structure and word choices fit the goal: a persuasive letter sounds different from a lab report, and both look different from a personal essay. The writing stays on track from start to finish.

Students revise their own writing by rereading drafts, fixing weak spots, and rewriting sections that aren't working. The goal is a stronger final piece, not just a cleaner copy of the first attempt.

Students use word-processing tools and websites to write, publish, and share their work with an audience. They also use digital tools to give feedback and collaborate with classmates on writing projects.

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

Students find facts from books and websites, check whether each source can be trusted, and weave the information into their own writing without copying.

Students pull quotes and details from stories or nonfiction to back up their ideas in writing. The evidence has to connect clearly to the point they're making.

Students practice writing regularly, both in quick assignments and longer projects. Over time, they write for different reasons and different readers, building the habit of putting ideas on paper across every subject.

Students come to class discussions ready to listen and add on to what others say, not just wait for their turn to talk. They also state their own ideas in a way that's clear enough to actually change someone's mind.

Students practice pulling together information from videos, charts, speeches, and images to form a single, clear picture of a topic. They also judge whether each source is actually useful.

Students listen to a speaker and judge whether the argument holds up: Is the reasoning sound? Does the evidence actually support the point? Students also notice when word choice or tone is being used to persuade rather than inform.

Students organize a short talk or presentation so listeners can follow the argument from point to point. The structure, word choice, and level of detail fit the purpose and the audience.

Students add charts, images, or short video clips to a presentation to make the information easier to follow. The visuals aren't decoration; they help the audience understand something words alone wouldn't show as clearly.

Students practice switching between casual and formal ways of speaking depending on the situation. Talking to a friend sounds different from presenting to a class, and this standard asks students to know the difference and adjust.

Students apply standard grammar rules in their writing and speaking. That means using correct verb tenses, pronouns, and sentence structure the way a reader or listener expects.

Students apply standard capitalization, punctuation, and spelling in their writing. That means knowing when to capitalize, where to place a comma or period, and how to spell words correctly before turning in any written work.

Students learn to choose words and sentences that fit the moment, whether they are writing a formal letter or a casual text. Reading becomes clearer too, as students notice how word choices shape meaning.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into its parts (like roots and prefixes), or looking it up in a dictionary or glossary.

Students read sentences and explain what figurative language like similes, metaphors, and idioms actually means. They also look at how words relate to each other and notice shades of meaning between similar words.

Students learn and use the kind of vocabulary that shows up in textbooks, tests, and workplace writing. The goal is a working word bank broad enough to read, write, and speak clearly across subjects.