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

Students point to specific lines or passages in a story or poem to back up what they say about it. That includes facts stated directly in the text and conclusions students reason out on their own.

Students read a story or poem and figure out the big idea it's really about, then explain how specific moments in the text show that idea. They can also retell what happened, in order, in their own words.

Students trace how a story's events build on each other and watch how characters shift or grow as the plot moves toward its ending.

Students figure out what words mean in context, including when language is figurative or loaded with feeling. They also examine why an author chose a particular word and what that choice does to the mood of the passage.

Students look at how a single scene, chapter, or stanza fits into the whole story and explain what that piece does: how it shapes a character, moves the plot, or builds the setting or theme.

Students figure out why an author wrote a story and how the narrator's perspective shapes what readers see and know. They look at word choices and details that reveal whose eyes the story is told through.

Students compare reading a story or poem to watching or hearing it performed, noticing how the two versions feel different. What a reader imagines on the page rarely matches what an actor, director, or narrator brings to life.

This standard doesn't apply to literature. In English classes, the skill of evaluating evidence and arguments is assessed through nonfiction and informational texts, not stories or novels.

Students read two texts written in different forms, such as a story and a poem on the same topic, and explain how each one handles the theme differently. The form of a piece shapes how the idea comes across.

Students read grade-level stories, poems, and myths from different cultures throughout the year. Some texts will be challenging, and that's expected.

Students back up their answers with direct quotes or details from the article, not just gut feelings. They also explain what the text implies, even when the author doesn't say it outright.

Students find the main point of a nonfiction passage, then explain how the supporting details back it up. They can summarize what they read in their own words, keeping events or steps in the right order when order matters.

Students trace how an article builds on one important person, event, or idea, noticing where it first appears, what examples flesh it out, and how those details deepen the full picture.

Students figure out what words mean based on how they're used in a nonfiction passage. That includes slang, emotional undertones, and subject-specific terms like those found in science or history reading.

Students look at a single paragraph or section and explain what job it does in the whole piece. They figure out whether it introduces an idea, backs one up, or brings the argument to a close.

Students figure out why an author wrote a piece and what perspective the author is pushing, then point to specific sentences or details that show it.

Students pull together what they learned from a video, a chart, and a written article on the same topic to build one clear picture of how it all fits.

Students read a nonfiction passage and decide which claims the author actually backs up with facts or reasons, and which ones the author just states without proof.

Students read two accounts of the same event or person and explain what each author chose to include, leave out, or emphasize. The goal is to show how two writers can cover the same subject and still tell different stories.

By the end of sixth grade, students read real-world nonfiction, such as essays, speeches, and articles, at a level that matches their grade. Harder texts are supported with guidance until students can handle them on their own.

Students write a paragraph or essay that argues a position and backs it up with real reasons and evidence from a text or source. The goal is to convince a reader, not just share an opinion.

Students open an argument by stating a clear position, then arrange their supporting reasons in an order that makes sense to the reader.

Students back up their argument with real reasons and specific facts pulled from trustworthy sources. The evidence has to connect directly to the point they're making.

Students use connecting words like "because," "therefore," and "however" to show how each reason ties back to the main argument. The goal is a reader who never has to guess why one idea follows another.

Writing for school means different things than texting a friend. Students learn to use formal language in essays and arguments, choosing words and a tone that fits an academic audience.

The final paragraph wraps up the argument students built in the essay. It doesn't just stop; it closes with a statement that fits the case they made.

Students write a nonfiction piece that explains a topic clearly. They choose details that matter, put them in a logical order, and show how the ideas connect.

Students open an informational piece by naming the topic clearly, then arrange what they know using comparisons, categories, or cause-and-effect reasoning. They add headings, charts, or other visuals when those help readers follow along.

Students back up their main idea with facts, definitions, and direct quotes pulled from their sources. The goal is to give readers real evidence, not just opinions.

Students practice choosing words and phrases (like "for example," "as a result," or "in contrast") that show how one idea connects to the next. The goal is a reader who never has to guess why two sentences belong together.

Students choose exact words that fit the topic, including field-specific terms a reader might not know. The goal is to explain clearly, not just fill space.

Writing that sounds formal means no slang, no casual "you guys," and no text-speak. Students practice adjusting their word choices and tone to match a school essay or report.

Students write a closing sentence or paragraph that wraps up their explanation, not a random thought, but one that follows naturally from what they just explained.

Students write a story, real or made-up, where events unfold in a clear order. They use specific details and writing moves that keep readers inside the scene.

Students open a narrative by setting up the situation and introducing who is in the story. The events that follow should unfold in an order that feels natural, not random.

Students learn to use dialogue, pacing, and description to make a story's characters and events feel real. It's the difference between a scene that just reports what happened and one a reader actually feels.

Students practice moving readers smoothly from one moment or place to the next by choosing transition words like "meanwhile," "the next morning," or "across town." The goal is to make shifts in time or setting feel clear, not jarring.

Students choose specific words and sensory details (sounds, smells, textures) to make a scene feel real on the page. The goal is writing that puts the reader inside the moment, not just beside it.

Students write an ending that grows naturally out of the story they told. The conclusion doesn't just stop the action; it wraps up what happened in a way that feels earned.

Writing should fit the job. Students learn to match how they organize and phrase their writing to the reason they're writing and who will read it, whether that's a story, an argument, or a report.

Students plan, draft, and revise their writing with feedback from a teacher or classmate, fixing what isn't working and rethinking sections that need a stronger approach.

Students use a computer to write, edit, and share their work online, sometimes collaborating with classmates on the same piece. They type well enough to produce a complete piece of writing from start to finish.

Students pick a question, gather information from multiple sources, and adjust their focus as they learn more. Think of it as a short investigation where the research itself can sharpen or shift what students are trying to find out.

Students find information from books and websites, check whether each source can be trusted, and then use quotes or their own words to support their writing. They cite where each piece of information came from.

Students pull direct quotes and specific details from books or articles to back up their own ideas in writing. The evidence has to connect clearly to the point they're making.

Students read two pieces of writing, such as a short story and a poem, then write about how each one handles the same theme differently. The writing shows what students noticed in their reading.

Students read nonfiction books, articles, or essays and use what they find to support their writing. They point to specific passages to show which claims hold up and which ones fall apart.

Students write often, for different reasons and on different schedules. Some pieces take days of research and revision; others are finished in a single sitting.

Students hold a real conversation about a text or topic, in pairs or small groups, by listening to what others say and building on it, not just waiting for their own turn to talk.

Students read or study the material before a group discussion, then back up what they say with specific details from that reading. Showing up prepared means more than being present.

Students learn to run a group discussion with clear expectations: who speaks when, how to restate what someone said, and what each person is responsible for finishing by when.

Students ask follow-up questions and add details when responding, keeping the conversation focused on the topic the class is discussing.

After a group discussion, students restate what others said in their own words and show they understood different viewpoints, not just their own.

Students watch a video, study a chart, or listen to a podcast, then explain what that source adds to the topic the class is already studying.

Students listen to a speaker and figure out which points are backed by real reasons or facts and which ones are just assertions with nothing behind them.

Students stand up and speak to a group, walking through their main point in a clear order and backing it up with relevant facts. They make eye contact, speak loud enough to be heard, and say their words clearly.

Students add images, graphics, or sound to a presentation to help the audience understand the main points. The visuals and audio support the words, not just decorate them.

Students learn when to shift how they speak. Giving a class presentation calls for different language than talking with friends, and this standard asks students to recognize that difference and adjust accordingly.

Students apply standard grammar rules in their writing and speaking. That means using correct verb tenses, pronouns, and sentence structure without being reminded.

Students learn when to use "I" vs. "me" vs. "mine" and apply the same logic to every pronoun. The goal is choosing the right form based on how the pronoun functions in the sentence.

Students learn to use words like "myself" and "herself" for emphasis, as in "I did it myself." These pronouns add stress to a sentence without changing its meaning.

Students learn to catch pronoun mistakes mid-sentence, like switching from "a student" to "they did their homework, then you move on." The rule is simple: pick one pronoun and stick with it throughout.

When a pronoun like "it" or "they" could point to more than one thing, students rewrite the sentence so the meaning is clear. The reader should never have to guess who or what the pronoun refers to.

Students read their own writing and listen to how they speak, then spot places where word choice or grammar drifts from standard English and fix it.

Students apply the basic rules of capitalization, punctuation, and spelling in their own writing. That means knowing when to use a capital letter, where a comma or period goes, and how to spell words correctly.

Students learn to use commas, parentheses, or dashes to tuck extra information into a sentence without breaking its main point. Think of it as adding a side note that the sentence could survive without.

Students practice spelling words correctly in their writing, including commonly confused words and grade-level vocabulary they use in essays and assignments.

Students choose words and sentences that fit the moment: more formal in an essay, more conversational when speaking to a group. They notice how those choices change the way writing sounds and how clearly ideas come across.

Students learn to mix up sentence structure so writing doesn't fall into a flat, repetitive rhythm. Short sentences punch. Longer ones build detail and keep a reader moving forward.

Students learn to keep their writing sounding the same throughout a piece. If they start formal, they stay formal; if casual, they stay casual, without switching back and forth mid-paragraph.

Students figure out what unfamiliar or confusing words mean while reading, using context clues, word roots, or a dictionary to choose the best meaning for that specific sentence or passage.

When students hit an unfamiliar word, they use context clues, word order, and word parts like roots, prefixes, and suffixes to figure out what it means. No dictionary required.

Students use Greek and Latin roots and prefixes as clues to figure out unfamiliar words. Knowing that "aud" means hear, for example, helps unlock words like "audible" or "audience."

Students look up unfamiliar words in a dictionary or glossary, print or digital, to check spelling, pronunciation, meaning, or whether a word is a noun, verb, or adjective.

Students look up an unfamiliar word in a dictionary or test their guess by rereading the sentence around it. The goal is to confirm that the meaning they assumed actually fits.

Figurative language shows up in poems, stories, and everyday speech. Students learn to spot similes, metaphors, and idioms, then explain what those phrases actually mean and how word choice shifts the feeling of a sentence.

Students read a sentence and explain what a figure of speech actually means. They work out why a writer says "the wind whispered" instead of just "the wind blew" and what that choice adds to the writing.

Students figure out an unfamiliar word by thinking about how it connects to a word they already know. A wheel is part of a car; a flood is the effect of heavy rain. Those relationships are clues to meaning.

Words like "cheap," "frugal," and "thrifty" can all mean someone who spends little money, but each word carries a different feeling. Students learn to choose the word whose tone fits the situation.

Students learn and correctly use the specific words that show up in textbooks, assignments, and discussions across subjects. When an unfamiliar word matters for understanding or writing, students look it up and add it to what they know.

Students find quotes or details from a history document or textbook that back up their analysis. They point to the exact line or passage, not a general memory of what the source said.

Students read a history source, such as a speech or newspaper article, and identify its main idea. Then they summarize what the source actually says, without mixing in what they already believe or think about the topic.

Students read a history or social studies text and trace how a process unfolds, step by step. Think of how a bill moves through Congress or how a central bank adjusts interest rates.

Students figure out the meaning of history words they don't recognize by using the context around them. A textbook passage about the Civil War, for example, might use words like "secession" or "emancipation" that students learn to decode from the surrounding sentences.

History and social studies texts organize information in different ways. Students identify whether an author presents events in order, compares two sides, or explains what caused something to happen.

Students read a history article or social studies passage and spot clues about what the author believes, like charged word choices or facts the author left out on purpose.

Students connect what they see in a map, chart, or photograph to what they read in the text around it. Together, the image and the words tell more than either one does alone.

Students read history and social studies texts and sort out what is proven fact, what is the author's opinion, and what is a conclusion backed by evidence.

Students read two sources on the same event or topic, one written by someone who was there and one written later by a historian or author, then explain how the two accounts differ or support each other.

Students read history and social studies passages on their own, without help, at the level expected for middle school. The goal builds across sixth, seventh, and eighth grade.

Students find and quote the exact line from a science article or diagram caption that backs up a point they are making. The evidence has to come from the text itself, not from memory or a guess.

Students read a science article or technical passage and identify its main idea, then summarize it in their own words without mixing in personal opinions or outside knowledge.

Students read a set of science or technical steps and follow them in order, without skipping or rearranging. The focus is on precision: each step matters, and the sequence matters.

Students figure out what technical words and symbols mean by reading them in context. In a science article or how-to text, they use surrounding sentences to unlock what a term like "photosynthesis" or a symbol like "%" is actually telling them.

Students look at how a science or technical text is organized and figure out why the author broke it into sections the way they did. Each section should connect to the bigger topic, not just stand alone.

Students figure out why an author wrote a science or technical passage: to explain how something works, walk through a set of steps, or report on an experiment. The goal is to read past the facts and spot the author's reason for writing.

Students read a written explanation and a matching chart, diagram, or graph, then connect the two to build a fuller picture of what the text is teaching.

Reading a science or history text, students sort out what is proven fact, what is a conclusion the author drew from research, and what is just a guess. They explain the difference in their own words.

Students compare what they learn from a video, experiment, or simulation with what a written text says about the same topic. They look for where the sources agree and where they tell a different story.

Students read science articles, lab instructions, and technical writing at a sixth- through eighth-grade level on their own, without help. The goal is to build enough reading skill to handle that kind of text independently by the end of eighth grade.

Students write a persuasive argument about a history, science, or technical topic, backing up their position with facts and evidence from sources rather than personal opinion.

Students open an argument by stating their position clearly, then show they understand the other side before laying out their supporting reasons in a logical order.

Students back up their claims with facts, data, and sources that are accurate and actually connected to the topic. The evidence has to come from credible sources, not just any website or opinion.

Students use connecting words and phrases ("however," "as a result," "for example") to show how their argument, opposing views, and supporting facts relate to each other.

Writing in a subject class means dropping casual phrases and slang. Students learn to sound like the topic deserves serious attention, keeping that tone consistent from the first sentence to the last.

The final paragraph wraps up the argument by connecting back to the evidence and reasoning already presented. Students don't just stop writing; they close with a statement that shows why the argument holds up.

In history, science, and technical classes, students write clear explanations of events, experiments, or step-by-step processes. The goal is to inform a reader who knows nothing about the topic, not to argue a side.

Students open an informational piece by stating the topic clearly, then group related ideas under headings or categories. Charts, tables, or visuals get added wherever they help a reader follow along.

Students back up their main topic with real facts, definitions, direct quotes, and specific details. The goal is to give readers enough solid information to actually understand the subject, not just skim the surface.

Students learn to connect paragraphs and ideas with transition words and phrases so the writing flows and the logic is easy to follow.

Students choose exact words and subject-specific terms to explain a topic clearly. A science report uses "photosynthesis," not "the plant food thing."

Writing in a formal, objective tone means no slang, no personal opinions, and no "I think." Students write the way a textbook or news article reads: clear sentences, neutral language, and nothing that sounds like a text to a friend.

Students write a closing sentence or paragraph that wraps up what they explained, not just stops mid-thought. The ending connects back to the key information in the piece.

This writing standard doesn't apply at the 6-8 level. Narrative writing is covered in the main English Language Arts standards instead.

Students write clearly and stay organized in a way that fits the assignment. A history report, a science summary, and a persuasive letter each call for a different style, and students learn to match their writing to what the task actually needs.

Students revise and edit their writing with feedback from peers and adults, adjusting what they wrote to better fit the purpose and the reader they had in mind.

Students use word processors, websites, or other digital tools to write and publish work for a class subject, making sure the connections between facts and ideas are easy for a reader to follow.

Students pick a question about a topic in history, science, or another subject, then gather information from several sources. Along the way, they write new questions that push the research deeper.

Students find information from books and websites, check that each source is trustworthy, and then use the author's ideas in their own words or as a direct quote. They also list every source they borrowed from.

Students pull facts, details, and direct quotes from nonfiction sources to back up their own analysis or research. The evidence has to come from the actual text, not from memory or opinion.

Students practice writing regularly, both in quick single-class assignments and in longer projects that allow time to revise. The subject changes, history one week, science the next, but the habit of putting ideas into writing stays constant.