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Teaching & Learning Curriculum Comprehensive Reading Program Grade Level Expectations - Sixth Grade
Teaching & Learning Curriculum Comprehensive Reading Program Grade Level Expectations - Sixth GradeGrade Level Reading Expectations - Sixth Grade
Making Meaning at Text Level
- Pace, intonation, and response both during and after reading show greater understanding of purpose, form, style, and complexity of ideas, information, and issues
- Identifies techniques for making comparisons, including simile, metaphors, personification, analogy, conjunctions
- Identifies ambiguity in text or mismatch between parts of text or between text and illustration
- Identifies ways authors use imagery, exaggeration, and irony and how these techniques influence meaning for each reader
- Selects, analyzes, and synthesizes ideas and information from visual and electronic material and from text, providing accurate references
- Uses a range of resources to research the background of a range of fiction and nonfiction texts
- Considers issues and values presented in text alongside own experiences and current thinking and discusses these with others
- Research shows specificity in materials considered and in that selected and referenced
Making Meaning at Word Level
- Range of specialized, descriptive, and appropriate vocabulary in writing and speaking reflects wider and more complex reading Making Meaning Using Context
- Intonation and pace of oral reading indicate understanding of form and language and common elements in each
- Intonation, phrasing and pace of oral reading indicate awareness of function of a range of punctuation
- Describes basic sentence structure using appropriate terminology
- Identifies main sentence types of statement, command, question, exclamation
Making Meaning Using Context
- Intonation and pace of oral reading indicate understanding of form and language and common elements in each
- Intonation, phrasing and pace of oral reading indicate awareness of function of a range of punctuation
- Describes basic sentence structure using appropriate terminology
- Identifies main sentence types of statement, command, question, exclamation
- Understands main clause functions and structure
- Discusses how rereading influences initial meaning or ideas about text quality and style
Reading Attitudes and Behaviors
- Selection of materials reflects understanding of personal, task-oriented, and public functions of reading
- Considers issues and ideas from perspectives beyond just those of classmates or current perspectives
- Takes initiative for seeking material from community resources
- Has established reading interests but willingly reads beyond these for ideas and information and to complete a task
- Reviews and recommendations of books include negative as well as positive and links with or preferences for other books or authors
- Seeks specific feedback from others when presenting responses to books
- Takes responsibility for sustaining interest in reading and for selecting appropriate material for reading for pleasure and for pursuing a task
- Organizes daily schedule to include time for exploring and enjoying reading
| Fiction (Literary) |
Non-fiction (Information, task, career) |
Text Features | |
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| New to Grade Level |
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| Previously Introduced |
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