English Language Arts, Grade 6

Listening critically to the ideas of others

I can listen critically, sum up what I hear and give my own view.

Using non-verbal cues and conventions when listening

I can use supportive cues like wait time and respect different ways people communicate.

Interacting to exchange and consider ideas

I can work in a group to share my ideas and really consider others' ideas.

Asking questions to explore and critique ideas

I can ask deep questions and understand some questions have more than one answer.

Using the rules and structures of oral language

I can use grade-level vocabulary, details and transitions to expand what I say.

Adapting spoken language to audience and purpose

I can share my ideas and also describe someone else's perspective.

Applying morphology to understand and spell words

I can analyze word parts and patterns to find meaning and spell accurately.

Building and using precise vocabulary

I can use precise, academic and topic words and see how similar words differ.

Applying fluency to comprehend text

I can adjust my reading speed to the purpose so I still understand.

Activating prior knowledge to understand new text

I can pull in what I know from different subjects to understand new texts.

Generating questions to drive inquiry

I can design deep questions that pull in different views and subjects.

Engaging with a variety of multimodal texts

I can explain why my text choices fit my purpose and build knowledge.

Reviewing information and filling gaps

I can spot gaps in my information and go find what's missing.

Understanding how text form and structure carry meaning

I can describe how form and structure help communicate ideas.

Using text features and cues to comprehend

I can use a variety of text features to clarify and deepen my understanding.

Making and confirming predictions

I can make and confirm predictions before, during and after I read.

Making connections to deepen meaning

I can explain connections between experiences, many texts and world knowledge to understand texts.

Using strategies to monitor understanding

I can monitor my understanding by rereading, questioning and inferencing.

Summarizing key ideas and drawing conclusions

I can summarize key ideas in order and draw a simple conclusion.

Consolidating and communicating new knowledge

I can use subject words, notice how perspectives shape understanding and connect across subjects.

Analyzing how texts present diversity and equity

I can explain how diversity, inclusion AND equity appear in texts, with evidence.

Identifying stereotyping, bias and reliable sources

I can identify bias using text evidence and recognize dependable sources.

Identifying point of view and judging viewpoints

I can identify a text's point of view and how it shapes the message.

Responding personally to bias and prejudice

I can explain my reaction to stereotypes or unfair views in a text using evidence.

Generating ideas and focusing a topic

I can generate ideas and focus a topic into a piece for a purpose and audience.

Gathering and assessing information from sources

I can gather and assess information from many sources to focus or expand ideas.

Planning text creation with strategies and tools

I can use planning tools suited to my task to organize a text.

Choosing text forms for purpose and audience

I can choose the type of writing that fits my purpose and audience.

Creating multimodal texts

I can create detailed multimodal texts using digital tools and thinking maps.

Organizing ideas with structure and paragraphs

I can use paragraphs and a beginning, body and end to organize my ideas.

Crafting varied, correct sentences

I can write simple, compound and complex sentences with correct agreement.

Choosing precise, impactful words

I can use vivid verbs and specific nouns to make my message strong.

Developing personal voice and tone

I can use varied language and a fitting tone to communicate my thoughts and feelings.

Revising for clarity, logic and coherence

I can revise for logic and order using checklists, criteria and feedback.

Producing legible, well-formatted text

I can write legibly and apply word processing skills fluently.

Applying spelling strategies and word structure

I can apply spelling strategies and patterns and check with digital tools.

Applying capitalization conventions

I can capitalize proper nouns, titles, abbreviations and dialogue accurately.

Applying punctuation for clarity

I can use punctuation skillfully, including semi-colons, to make meaning clear.

Publishing a final multimodal text

I can publish a final multimodal text that fits my purpose and audience.

Adjusting tone, volume and expression for delivery

I can choose when and where to adjust my tone and expression to extend ideas.

Using visuals and media to enhance communication

I can integrate artifacts and visual aids to strengthen a message for an audience.

Organizing and presenting ideas for an audience

I can present ideas in a logical format to entertain, persuade or inform.

Reflecting on effective learning strategies

I can name effective strategies I use and start to notice how I learn.

Using criteria and tools to self-assess

I can use class criteria and tools like journals and portfolios to self-assess.

Using feedback to refine strategies

I can use feedback to think critically about my strengths and growth areas.

Setting learning goals and planning steps

I can set specific learning goals and plan the steps to reach them.

Monitoring progress toward goals

I can monitor progress by collecting evidence and reflect on what I've learned.