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6th Grade Anchor Standards in Reading

with Test Specifications

2010 MN English Language Arts Standards

|GENERAL CATEGORY |ANCHOR STANDARDS |Standard Specifications |

| |Read closely to determine what the text says explicitly|Textual evidence may be explicitly stated or implied. |

| |& to make logical inferences from it; cite specific |Students may be required to cite specific textual evidence literally or to |

| |textual evidence when writing or speaking to support |identify such evidence generally. |

| |conclusions drawn from the text. |Items include, but are not limited to, making inferences, generalizations, & |

| | |predictions; drawing conclusions; recognizing cause/effect relationships; |

| | |comparing & contrasting; identifying relevant details; distinguishing between |

| | |fact & opinion. |

| | |Writing & speaking will be assessed at the classroom level only. |

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|Key Ideas & Details | | |

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|40-65% | | |

|of items | | |

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|Key Ideas & Details | | |

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|40-65% | | |

|of items | | |

| |Determine central ideas or themes of a text & analyze |Items may encompass either parts of a text (e.g., determine the central or main |

| |their development; summarize the key supporting details|idea of one or more paragraphs, a section, a verse, etc.) or an entire text. |

| |& ideas. |Items may assess central idea, theme, central message or main idea. Any of |

| | |these terms may be used when referencing an entire text or an extended section of|

| | |a text. |

| | |Items may also assess identification of topic &/or subject. |

| | |Items may use the term author’s message when assessing the central or main idea |

| | |the author intended to convey to the reading audience. (Items may also use this |

| | |term in conjunction with &/or when assessing author’s point of view. See |

| | |Standard 6). |

| | |The terms central concept or central issue may also be used. |

| | |Key supporting details are considered relevant, or specific, details. |

| | |Items may require summarizing or paraphrasing. |

| | |Items may require distinguishing fact from opinion. |

| | |Item may require recognizing similarities & differences in ideas or themes. |

| |Analyze how & why individuals, events, & ideas develop |For the purpose of assessment, in addition to their literal meaning, the terms |

| |& interact over the course of a text. |events & ideas may include a consideration of literary elements & concepts—how |

| | |they develop, interact, &/or shape a character (or an individual) or plot (or |

| | |someone’s story) over the course of a text. |

| | |For the purpose of assessment, the term individuals may include inanimate or |

| | |nonhuman subjects (characteristics, relationships, etc.). |

| |Interpret words & phrases as they are used in a text, |Tone refers to the author’s attitude towards her/his subject. Author’s tone—as |

| |including determining technical, connotative, & |derived from specific words, phrases, figures of speech/figurative language—may |

| |figurative meanings, & analyze how specific word |be assessed under this benchmark. |

| |choices shape meaning or tone. |Use context (e.g., the overall meaning of a sentence or paragraph; a word’s |

| | |position or function in a sentence) as a clue to the meaning of a word or phrase.|

| | |Context may appear in close proximity to the word or phrase in question (i.e., in|

| | |the same sentence, paragraph, or surrounding paragraphs) or it may be represented|

| | |cumulatively throughout the text. |

| | |Use common, grade-appropriate Greek or Latin affixes & roots as clues to the |

| | |meaning of a word (e.g., audience, auditory, audible). |

| | |Consult reference materials (e.g., dictionary, glossary, thesaurus), both print &|

|Craft & Structure | |digital, to determine or clarify the precise meaning of a word or its part of |

| | |speech. |

|30-55% | |Verify the preliminary determination of the meaning of a word or phrase (e.g., by|

|of items | |checking the inferred meaning in context or in a dictionary). |

| | |Interpret figures of speech (e.g., personification) in context. |

| | |Use the relationship between particular words (e.g., cause/effect, part/whole, |

| | |item/category) to better understand each of the words. |

| | |Distinguish among the connotations (associations) of words with similar |

| | |denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, |

| | |thrifty). |

| | |Accurately use grade-appropriate general academic & domain-specific words & |

| | |phrases. |

| | |Items may include, but are not limited to, identification of: synonyms, |

| | |antonyms, multiple-meaning words & phrases, figures of speech/figurative language|

| | |such as analogy, simile, metaphor, personification, hyperbole, irony, pun & |

| | |paradox; analysis of: symbolism & samples & examples to arrive at meaning. |

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|Craft & Structure | | |

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|30-55% | | |

|of items | | |

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|Craft & Structure | | |

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|30-55% | | |

|of items | | |

| |Analyze the structure of texts, including how specific |Analysis may require a consideration of a text in its entirety. |

| |sentences, paragraphs, & larger portions of the text |Items may compare or contrast components of a single text or components of more |

| |(e.g., a section, chapter, scene, or stanza) relate to |than one text (e.g., how one paragraph differs from another in function or |

| |each other & the whole. |purpose). |

| | |Items may assess how the structure of the text contributes to the development of |

| | |theme, setting, plot, topic, concept, &/or idea. |

| | |Author’s &/or narrator’s tone—as it is made evident from structuring of text—may |

| | |be assessed under this standard. |

| | |Creation of mood—as it is made evident from structuring o f text—may be assessed |

| | |under this standard. |

| | |Items may assess recognition of the impact or efficacy of text features such as |

| | |photographs, illustrations, examples, captions, headings, graphics, charts, & |

| | |tables. |

| | |Items may assess author’s presentation of sequence of events or sequence of |

| | |ideas. |

| | |Considerations of text structure may also include the devices used to create |

| | |lines of poetry (e.g., verse, rhythm, meter, rhyme, syllabication, alliteration, |

| | |assonance, consonance). |

| |Assess how point of view or purpose shapes the content |Point-of-view items assessed under this standard may include either the method of|

| |& style of a text. |narration (i.e., literary point-of-view) or the author’s perspective (i.e., |

| | |author’s point-of-view). (Literary point-of-view items may also be assessed |

| | |under benchmark 6.1.3.3) |

| | |The terms point-of-view & narration, solely as they relate to the vantage point |

| | |from which the author presents action of a story, are interchangeable. |

| | |The terms author’s point-of-view & author’s perspective, solely as they relate to|

| | |the author’s purpose, may be used. |

| | |Items may use the term author’s message in conjunction with &/or when assessing |

| | |author’s point-of-view or author’s perspective. (Items may also use this term |

| | |when assessing the central or main idea the author intended to convey to the |

| | |reading audience. See Standard 2). |

| | |Items may assess the recognition of &/or the distinction among first-person, |

| | |third-person limited, & third-person omniscient literary points-of-view. |

| | |Author’s choices, as they relate to author’s purpose, include stylistic |

| | |techniques that shape the author’s message. These choices & techniques are |

| | |therefore assessed under this standard. Considerations of the author’s style |

| | |include, but are not limited to, development of voice, word choice, syntax, use |

| | |different types of language (e.g., literal, figurative, poetic devices), etc. |

| | |Author’s &/or narrator’s tone—as derived from author’s style—may be assessed |

| | |under this standard. |

| | |Creation of mood—as derived from author’s style—may be assessed under this |

| | |standard. |

|Integration of |Integrate & evaluate content presented in diverse media|(Assessed at classroom level only.) |

|Knowledge & Ideas |& formats, including visually & quantitatively, as well| |

| |as in words. * | |

|5-20% | | |

|of items | | |

| |Delineate & evaluate the argument & specific claims in |Validity of reasoning refers to logicality or probability (i.e., whether |

| |a text, including the validity of the reasoning as well|something makes sense, for example, an article discussing dinosaurs that gives an|

| |as the relevance & sufficiency of the evidence. |obviously incorrect historical time-frame for their existence). |

| | |Relevance & sufficiency of evidence refers to the author’s credibility (i.e., |

| | |whether her/his claims are supported by appropriate sources, such as, an article |

| | |on a life-changing experience featuring quotations from an interview with the |

| | |featured person). |

| |Analyze how two or more texts address similar themes or|(Assessed at classroom level only.) |

| |topics in order to build knowledge or to compare the | |

| |approaches the authors take. | |

|Range of Reading & |Read & comprehend complex literary & informational | |

|Level of Text |texts independently & proficiently. | |

|Complexity | | |

Reading Strand

6th Grade with MCA-III/MCA-Modified Test Specs

2010 MN English Language Arts

MCA-III— items/points— MC & TE—Not Yet Available

|GENERAL CATEGORY |BENCHMARK |ITEM SPECIFICATIONS |

| |Literature & Informational Text |Items may require interpretation of symbolism. |

| |6.4.1.1 & 6.5.1.1 | |

| |Cite textual evidence to support analysis of what the | |

| |text says explicitly as well as inferences drawn from | |

| |the text. | |

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|Key Ideas & Details | | |

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|40-65% | | |

|of items | | |

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|Key Ideas & Details | | |

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|30-60% | | |

|of items | | |

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|Key Ideas & Details | | |

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|30-60% | | |

|of items | | |

| |Literature | |

| |6.4.2.2 | |

| |Determine a theme or central idea of a text & how it is| |

| |conveyed through particular details; provide a summary | |

| |of the text distinct from personal opinions or | |

| |judgments. | |

| |Informational Text | |

| |6.5.2.2 | |

| |Determine a central idea of a text & how it is conveyed| |

| |through particular details; provide a summary of the | |

| |text distinct from personal opinions or judgments. | |

| |Literature |Items are not limited to a discussion of how plot impacts character. |

| |6.4.3.3 |Items may address characterization in a poem as well as a story or drama. |

| |Describe how a particular story’s or drama’s plot |Items may address basic &/or complex characterization. |

| |unfolds in a series of episodes as well as how the |When assessing characterization, items may include evaluation of: |

| |characters respond or change as the plot moves toward a|character traits (emotions, motivations, attitudes, intentions) |

| |resolution. |methods of characterization (behavior/actions, dialogue/speech, thoughts) |

| | |characters’ influence or affect on story/plot development (sequence of events, |

| | |setting—time & place—&/or theme) |

| | |comparison/contrast of characters |

| | |conflict within, between, &/or among characters, including recognition of specific|

| | |types of conflict (e.g., person vs. person, person vs. society, person vs. self, |

| | |person vs. nature). |

| | |impact of setting on characters |

| | |prediction of characters’ likely action in the future |

| | |Items may require the identification of main ideas or supporting ideas that aid in|

| | |development of character, setting, or events—plot. |

| | |Items may assess literary elements as stand-alone features (e.g., students may be |

| | |required to identify the events that comprise the main plot, or students may be |

| | |required to identify the setting of a story). |

| | |Items may assess literary elements in relationship to one another (e.g., students |

| | |may be required to understand how setting impacts conflict, how the sequence of |

| | |events shapes the resolution, or how setting & plot work together to create mood, |

| | |etc.). |

| | |In the case of first person point-of-view where the narrator is a character in the|

| | |passage, items may assess literary point-of-view. |

| |Informational |Items include, but are not limited to, understanding sequence of events & their |

| |6.5.3.3 |effect on individuals; cause & effect; impact of setting on individuals (e.g., |

| |Analyze in detail how a key individual, event, or idea |inventors) & process (e.g., the weather’s impact on commercial fishing); & |

| |is introduced, illustrated, & elaborated in a text |prediction. |

| |(e.g., through examples or anecdotes). |Items may include analysis of the motivation of individuals—real people—&/or |

| | |interpretation of their actions based on events. |

| | |Items may address the author’s method of organization for nonfiction text or an |

| | |individual’s method of evaluating a problem or concept (e.g., problem/solution; |

| | |cause/effect; compare/contrast; chronological order; description). |

| | |In the case of literary nonfiction presented as a narrative, such as a memoir, |

| | |introduction of real people or characters &/or events & their development may be |

| | |assessed via plot technique (i.e., exposition, rising action) etc. |

| |Literature | |

| |6.4.4.4 | |

| |Determine the meaning of words & phrases as they are | |

| |used in a text, including figurative & connotative | |

| |meanings; analyze the impact of a specific word choice | |

| |on meaning & tone. | |

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|Craft & Structure | | |

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|30-55% of items | | |

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|Craft & Structure | | |

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|20-45% of items | | |

| |Informational Text | |

| |6.5.4.4 | |

| |Determine the meaning of words & phrases as they are | |

| |used in a text, including figurative, connotative, & | |

| |technical meanings. | |

| |Literature |Items may assess distinguishing features of fiction, drama, or poetry. |

| |6.4.5.5 | |

| |Analyze how a particular sentence, chapter, scene, or | |

| |stanza fits into the overall structure of a text & | |

| |contributes to the development of the theme, setting, | |

| |or plot. | |

| |Informational Text |Items may address author’s method of organization for nonfiction text; |

| |6.5.5.5 |problem/solution; cause/effect; compare/contrast; chronological order; |

| |Analyze how a particular sentence, paragraph, chapter, |classification; description. |

| |or section fits into the overall structure of a text & |Considerations of text structure may also include the function of lines of poetry |

| |contributes to the development of the ideas. |(e.g., when an author uses poetry—either created by the author or quoted from |

| | |another source—to convey an idea or further illustrate a point). |

| |Literature |Items may assess a character’s point-of-view/perspective. |

| |6.4.6.6 | |

| |Explain how an author develops the point of view of the| |

| |narrator or speaker in a text, including those by or | |

| |about Minnesota American Indians. | |

| |Informational Text |The terms author’s point-of-view & author’s perspective, solely as they relate to |

| |6.5.6.6 |the author’s purpose, are interchangeable. (In literary nonfiction, the author & |

| |Determine the author’s point of view or purpose in a |the narrator may be—but are not necessarily—one & the same.) |

| |text & explain how it is conveyed in the text. |Items may assess the appropriateness &/or credibility of author’s sources. |

| |Literature |(Assessed at classroom level only.) |

| |6.4.7.7 | |

| |Compare & contrast the experience of reading a story, | |

| |drama, or poem to listening to or viewing an audio, | |

| |video, or live version of the text, including | |

|Integration of |contrasting what they “see” & “hear” when reading the | |

|Knowledge & Ideas |text to what they perceive when they listen or watch. | |

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|5-20% | | |

|of items | | |

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|Integration of | | |

|Knowledge & Ideas | | |

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|5-20% | | |

|of items | | |

| |Informational Text | |

| |6.5.7.7 | |

| |Integrate information presented in different media or | |

| |formats (e.g., visually, quantitatively) as well as in | |

| |words to develop a coherent understanding of a topic or| |

| |issue. | |

| |Literature |Not applicable to literature. |

| |6.4.8.8 | |

| |(Not applicable to literature) | |

| |Informational Text |Items may assess the author’s appropriate or inappropriate use of methods of |

| |6.5.8.8 |argumentation (e.g., analogy, details & examples, use of authoritative sources, |

| |Trace & evaluate the argument & specific claims in a |use of inductive & deductive reasoning, etc.). |

| |text, distinguishing claims that are supported by |Recognition of effective persuasive argumentation versus argumentation containing |

| |reasons & evidence from claims that are not. |bias. |

| | |Items may assess basic fallacies of logic, (e.g., stereotyping, hasty |

| | |generalization, false analogy, emotional appeal, post hoc ergo propter hoc, false |

| | |dilemma, etc.). |

| | |Items may assess adequacy, accuracy & appropriateness of author’s evidence & |

| | |credibility of sources. |

| | |Items may assess the identification of author’s use of fact versus opinion or the |

| | |appropriateness of author’s defense of facts or opinions. |

| | |Items may examine cause-&-effect relationships. |

| |Literature |(Assessed only at classroom level only) |

| |6.4.9.9 | |

| |Compare & contrast texts in different forms or genres | |

| |including those by & about Minnesota American Indians | |

| |(e.g., stories & poems; historical novels & fantasy | |

| |stories) in terms of their approaches to similar themes| |

| |& topics. | |

| |Informational Text | |

| |6.5.9.9 | |

| |Compare & contrast one author’s presentation of events,| |

| |including events related to Minnesota American Indians,| |

| |with that of another (e.g., a memoir written by & a | |

| |biography on the same person). | |

| |Literature | |

|Range of Reading & |6.4.10.10 | |

|Level of Text |By the end of the year, read & comprehend literature & | |

|Complexity |other texts including stories, drama, & poetry, in the | |

| |grades 6-8 text complexity band proficiently & | |

|0% |independently scaffolding for texts at the high end of| |

|of items |the range. | |

| |Self-select texts for personal enjoyment, interest, & | |

| |academic tasks. | |

| |Read widely to understand multiple perspectives & | |

| |pluralistic viewpoints. | |

|Range of Reading & | | |

|Level of Text | | |

|Complexity | | |

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|0% | | |

|of items | | |

| |Informational Text | |

| |6.5.10.10 | |

| |By the end of the year, read & comprehend literary | |

| |nonfiction in the grades 6-8 text complexity band | |

| |proficiently, with scaffolding as needed at the high | |

| |end of the range. | |

| |Self-select texts for personal enjoyment, interest, & | |

| |academic tasks. | |

Writing Strand

6th Grade

2010 MN English Language Arts

|GENERAL CATEGORY |BENCHMARK |

|Text Types & Purposes |6.7.1.1 |Introduce claim(s) & organize the reasons & evidence clearly. |

| |Write arguments to support claims with clear | |

| |reasons & relevant evidence. | |

| | |Support claims(s) with clear reasons & relevant evidence, using credible sources & |

| | |demonstrating an understanding of the topic or text. |

| | |Use words, phrases, & clauses to clarify the relationship among claim(s) & reasons. |

| | |Establish & maintain a formal style. |

| | |Provide a concluding statement or section that follows from the argument presented. |

| |6.7.2.2 |Introduce a topic; organize ideas, concepts, & information, using strategies such as|

| |Write informative/explanatory texts to examine a |definition, classification, comparison/contrast, & cause/effect; include formatting |

| |topic & convey ideas, concepts, & information |(e.g., headings), graphics (e.g., charts, tables), & multimedia when useful to |

| |through the selection, organization, & analysis of |aiding comprehension. |

| |relevant content. | |

| | |Develop the topic with relevant facts, definitions, concrete details, quotations, or|

| | |other information & examples. |

| | |Use appropriate transitions to clarify the relationships among ideas & concepts. |

| | |Use precise language & domain-specific vocabulary to inform about or explain the |

| | |topic. |

| | |Establish & maintain a formal style. |

| | |Provide a concluding statement or section that follows from the information or |

| | |explanation presented. |

| |6.7.3.3 |Engage & orient the reader by establishing a context & introducing a narrator &/or |

| |Write narratives & other creative texts to develop |characters; organize an event sequence that unfolds naturally & logically. |

| |real or imagined experiences or events using | |

| |effective technique, relevant descriptive details, | |

| |& well-structured event sequences. | |

| | |Use literary & narrative techniques, such as dialogue, pacing, rhythm, & |

| | |description, to develop experiences, events &/or characters. |

| | |Use a variety of transitional words, phrases, & clauses to convey sequence & signal |

| | |shifts from one time frame or setting to another. |

| | |Use precise words & phrases, relevant descriptive details, figurative & sensory |

| | |language to convey experiences & events. |

| | |Provide a conclusion (when appropriate to the genre) that follows from the narrated |

| | |experiences or events. |

|Writing Process: |6.7.4.4 |

|Production & |Produce clear & coherent writing in which the development, organization, & style are appropriate to task, purpose, & audience. |

|Distribution of Writing |(Grade-specific expectations for writing types are defined in standards 1-3 above) |

| |6.7.5.5 |

| |With some guidance & support from peers & adults, use a writing process to develop & strengthen writing as needed by planning, drafting,|

| |revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 |

| |up to & including grade 6.) |

| |6.7.6.6 |

| |Use technology, including the Internet, to produce & publish writing as well as to interact & collaborate with others; demonstrate |

| |sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. |

|Research of Writing |6.7.7.7 |

| |Conduct short research projects to answer a question, drawing on several sources & refocusing the inquiry when appropriate. |

| |6.7.8.8 |

| |Gather relevant information from multiple print & digital sources; assess the credibility of each source; & quote or paraphrase the data|

| |& conclusions of others while avoiding plagiarism & providing basic bibliographic information for sources. |

| |6.7.9.9 |Apply grade 6 Reading standards to literature (e.g., “Compare & contrast texts in |

| |Draw evidence from literary or informational texts |different forms or genres including those by & about Minnesota American Indians |

| |to support analysis, reflection, & research. |[e.g., stories & poems; historical novels & fantasy stories] in terms of their |

| | |approaches to similar themes & topics”). |

| | |Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace & evaluate the |

| | |argument & specific claims in a text, distinguishing claims that are supported by |

| | |reasons & evidence from claims that are not”). |

|Range of Writing |6.7.10.10 |Independently select writing topics & formats for personal enjoyment, interest, & |

| |Write routinely over extended time frames (time for|academic tasks. |

| |research, reflection, & revision) & shorter time | |

| |frames (a single sitting or a day or two) for a | |

| |range of discipline-specific tasks, purposes, & | |

| |audiences. | |

Speaking, Viewing, Listening & Media Literacy Strand

6th Grade

2010 MN English Language Arts

|GENERAL CATEGORY |BENCHMARK |

|Comprehension & Collaboration|6.9.1.1 |Come to discussions prepared, having read or studied required material; explicitly |

| |Engage effectively in a range of collaborative |draw on that preparation by referring to evidence on the topic, text, or issue to |

| |discussions (one-on-one, in groups, & |probe & reflect on ideas under discussion. |

| |teacher-led) with diverse partners on grade 6 | |

| |topics, texts, & issues, building on others’ | |

| |ideas & expressing their own clearly. | |

| | |Follow rules for collegial discussions, set specific goals & deadlines, & define |

| | |individual roles as needed. |

| | |Pose & respond to specific questions with elaboration & detail by making comments |

| | |that contribute to the topic, text, or issue under discussion. |

| | |Review the key ideas expressed & demonstrate understanding of multiple perspective |

| | |through reflection & paraphrasing. |

| | |Cooperate, mediate, & problem solve to make decisions as appropriate for productive |

| | |group discussion. |

| |6.9.2.2 |

| |Interpret information presented in diverse media & formats (e.g., visually, quantitatively, orally) & explain how it contributes to |

| |a topic, text, or issue under study. |

| |6.9.3.3 |

| |Delineate a speaker’s argument, specific claims, & intended audience, distinguishing claims that are supported by reasons & evidence|

| |from claims that are not. |

|Presentation of Knowledge & |6.9.4.4 |

|Ideas |Present claims & findings, respect intellectual properties, sequence ideas logically & using pertinent descriptions, facts, & |

| |details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, & clear pronunciation. |

| |6.9.5.5 |

| |Include multimedia components (e.g., graphics, images, music, sound) & visual displays in presentations to clarify information. |

| |6.9.6.6 |

| |Adapt speech to a variety of contexts, audiences, tasks, & feedback from self & others, demonstrating command of formal English when|

| |indicated or appropriate. (See grade 6 Language standards 1 & 3 for specific expectations). |

|Media Literacy |6.9.7.7 |Evaluate mass media with regard to quality of production (e.g., |

| |Understand, analyze, & use different types of print, digital, & |film, television, radio, advertisements). |

| |multimodal media. | |

| | |Evaluate mass media with regard to accuracy of information, bias,|

| | |stereotype, purpose, message & target audience (e.g., film, |

| | |television, radio, video games, print & digital media, |

| | |advertisements). |

| | |Recognize ethical standards & safe practices in social & personal|

| | |media communications. |

| |6.9.8.8 |Demonstrate a developmentally appropriate understanding of |

| |As an individual or in collaboration, create an informative |copyright, attribution, principles of Fair Use, Creative Commons |

| |multimedia work or a piece of digital communication or contribute|licenses & the effect of genre on conventions of attribution & |

| |to an online collaboration for a specific purpose. |citation. |

| | |Publish the work & share it with an audience. |

Language Strand

6th Grade

2010 MN English Language Arts

|GENERAL CATEGORY |BENCHMARK |

|Conventions of Standard |6.11.1.1 |Ensure that pronouns are in the proper case (subjective, objective, possessive). |

|English |Demonstrate command of the conventions of | |

| |standard English grammar & usage when writing | |

| |or speaking. | |

| | |Use intensive pronouns (e.g., myself, ourselves). |

| | |Recognize & correct inappropriate shifts in pronoun number & person.* |

| | |Recognize & correct vague pronouns (i.e., one with unclear or ambiguous |

| | |antecedents).* |

| | |Recognize variations from standard English in their own & others’ writing & |

| | |speaking, & identify & use strategies to improve expression in conventional |

| | |language.* |

| |6.11.2.2 |Use punctuation (commas, parentheses, dashes) to set off |

| |Demonstrate command of the conventions of |nonrestrictive/parenthetical elements.* |

| |standard English capitalization, punctuation, &| |

| |spelling when writing. | |

| | |Spell correctly. |

|Knowledge of Language |6.11.3.3 |Vary sentence patterns for meaning, reader/listener interest, & style.* |

| |Use knowledge of language & its conventions | |

| |when writing, speaking, reading, or listening. | |

| | |Maintain consistency in style & tone.* |

|Vocabulary Acquisition & Use |6.11.4.4 |Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position|

| |Determine or clarify the meaning of unknown & |or function in a sentence) as a clue to the meaning of a word or phrase. |

| |multiple-meaning word & phrases based on grade | |

| |6 reading & content, choosing flexibly from a | |

| |range of strategies. | |

| | |Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning |

| | |of a word (e.g., audience, auditory, audible). |

| | |Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both |

| | |print & digital, to find the pronunciation of a word or determine or clarify its |

| | |precise meaning or its part of speech. |

| | |Verify the preliminary determination of the meaning of a word or phrase (e.g., by |

| | |checking the inferred meaning in context or in a dictionary). |

| |6.11.5.5 |Interpret figures of speech (e.g., personification) in context. |

| |Demonstrate understanding of figurative | |

| |language, word relationships, & nuances in word| |

| |meanings to extend word consciousness. | |

| | |Use the relationship between particular words (e.g., cause/effect, part/whole, |

| | |item/category) to better understand each of the words. |

| | |Distinguish among the connotations (associations) of words with similar denotations |

| | |(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). |

| |6.11.6.6 |

| |Acquire & use accurately grade-appropriate general academic, & domain-specific words & phrases; gather vocabulary knowledge when |

| |considering a word or phrase important to comprehension or expression. |

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