TEKS Grade 6 ELA

The student develops oral language through listening, speaking, and discussion. The student is expected to:

• 110.22(b)(1)(A)
  listen actively to interpret a message, ask clarifying questions, and respond appropriately; listen
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• 110.22(b)(1)(B)
  follow and give oral instructions that include multiple action steps; follow
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• 110.22(b)(1)(C)
  give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and give
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• 110.22(b)(1)(D)
  participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement. participate
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The student uses newly acquired vocabulary expressively. The student is expected to:

• 110.22(b)(2)(A)
  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech; use
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• 110.22(b)(2)(B)
  use context such as definition, analogy, and examples to clarify the meaning of words; and use
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• 110.22(b)(2)(C)
  determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus. determine
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The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• 110.22(b)(5)(A)
  establish purpose for reading assigned and self-selected text; establish
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• 110.22(b)(5)(B)
  generate questions about text before, during, and after reading to deepen understanding and gain information; generate
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• 110.22(b)(5)(C)
  make and correct or confirm predictions using text features, characteristics of genre, and structures; make
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• 110.22(b)(5)(D)
  create mental images to deepen understanding; create
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• 110.22(b)(5)(E)
  make connections to personal experiences, ideas in other texts, and society; make
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• 110.22(b)(5)(F)
  make inferences and use evidence to support understanding; make
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• 110.22(b)(5)(G)
  evaluate details read to determine key ideas; evaluate
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• 110.22(b)(5)(H)
  synthesize information to create new understanding; and synthesize
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• 110.22(b)(5)(I)
  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. monitor
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The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• 110.22(b)(6)(A)
  describe personal connections to a variety of sources, including self-selected texts; describe
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• 110.22(b)(6)(B)
  write responses that demonstrate understanding of texts, including comparing sources within and across genres; write
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• 110.22(b)(6)(C)
  use text evidence to support an appropriate response; use
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• 110.22(b)(6)(D)
  paraphrase and summarize texts in ways that maintain meaning and logical order; paraphrase
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• 110.22(b)(6)(E)
  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; interact
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• 110.22(b)(6)(F)
  respond using newly acquired vocabulary as appropriate; respond
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• 110.22(b)(6)(G)
  discuss and write about the explicit or implicit meanings of text; discuss
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• 110.22(b)(6)(H)
  respond orally or in writing with appropriate register, vocabulary, tone, and voice; and respond
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• 110.22(b)(6)(I)
  reflect on and adjust responses as new evidence is presented. reflect
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The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

• 110.22(b)(7)(A)
  infer multiple themes within and across texts using text evidence; infer
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• 110.22(b)(7)(B)
  analyze how the characters' internal and external responses develop the plot; analyze
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• 110.22(b)(7)(C)
  analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and analyze
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• 110.22(b)(7)(D)
  analyze how the setting, including historical and cultural settings, influences character and plot development. analyze
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The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• 110.22(b)(8)(A)
  demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths; demonstrate
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• 110.22(b)(8)(B)
  analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms; analyze
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• 110.22(b)(8)(C)
  analyze how playwrights develop characters through dialogue and staging; analyze
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• 110.22(b)(8)(D)
  analyze characteristics and structural elements of informational text, including: analyze
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• 110.22(b)(8)(D)(i)
  the controlling idea or thesis with supporting evidence; analyze
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• 110.22(b)(8)(D)(ii)
  features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and analyze
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• 110.22(b)(8)(D)(iii)
  organizational patterns such as definition, classification, advantage, and disadvantage; analyze
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• 110.22(b)(8)(E)
  analyze characteristics and structures of argumentative text by: analyze
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• 110.22(b)(8)(E)(i)
  identifying the claim; identify
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• 110.22(b)(8)(E)(ii)
  explaining how the author uses various types of evidence to support the argument; and explain
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• 110.22(b)(8)(E)(iii)
  identifying the intended audience or reader; and identify
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• 110.22(b)(8)(F)
  analyze characteristics of multimodal and digital texts.; and analyze
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The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• 110.22(b)(9)(A)
  explain the author's purpose and message within a text; explain
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• 110.22(b)(9)(B)
  analyze how the use of text structure contributes to the author's purpose; analyze
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• 110.22(b)(9)(C)
  analyze the author's use of print and graphic features to achieve specific purposes; analyze
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• 110.22(b)(9)(D)
  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes; describe
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• 110.22(b)(9)(E)
  identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose; identify
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• 110.22(b)(9)(F)
  analyze how the author's use of language contributes to mood and voice; and analyze
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• 110.22(b)(9)(G)
  explain the differences between rhetorical devices and logical fallacies. explain
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The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

• 110.22(b)(10)(A)
  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests; plan
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• 110.22(b)(10)(B)
  develop drafts into a focused, structured, and coherent piece of writing by: develop
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• 110.22(b)(10)(B)(i)
  organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and organize
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• 110.22(b)(10)(B)(ii)
  developing an engaging idea reflecting depth of thought with specific facts and details; develop
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• 110.22(b)(10)(C)
  revise drafts for clarity, development, organization, style, word choice, and sentence variety; revise
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• 110.22(b)(10)(D)
  edit drafts using standard English conventions, including: edit
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• 110.22(b)(10)(D)(i)
  complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments; complete
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• 110.22(b)(10)(D)(ii)
  consistent, appropriate use of verb tenses; use
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• 110.22(b)(10)(D)(iii)
  conjunctive adverbs; use
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• 110.22(b)(10)(D)(iv)
  prepositions and prepositional phrases and their influence on subject-verb agreement; use
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• 110.22(b)(10)(D)(v)
  pronouns, including relative; use
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• 110.22(b)(10)(D)(vi)
  subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor; use
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• 110.22(b)(10)(D)(vii)
  capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations; use
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• 110.22(b)(10)(D)(viii)
  punctuation marks, including commas in complex sentences, transitions, and introductory elements; and use
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• 110.22(b)(10)(D)(ix)
  correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and use
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• 110.22(b)(10)(E)
  publish written work for appropriate audiences. publish
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The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

• 110.22(b)(11)(A)
  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft; compose
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• 110.22(b)(11)(B)
  compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft; compose
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• 110.22(b)(11)(C)
  compose multi-paragraph argumentative texts using genre characteristics and craft; and compose
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• 110.22(b)(11)(D)
  compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure. compose
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The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• 110.22(b)(12)(A)
  generate student-selected and teacher-guided questions for formal and informal inquiry; generate
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• 110.22(b)(12)(B)
  develop and revise a plan; develop
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• 110.22(b)(12)(C)
  refine the major research question, if necessary, guided by the answers to a secondary set of questions; refine
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• 110.22(b)(12)(D)
  identify and gather relevant information from a variety of sources; identify
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• 110.22(b)(12)(E)
  differentiate between primary and secondary sources; differentiate
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• 110.22(b)(12)(F)
  synthesize information from a variety of sources; synthesize
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• 110.22(b)(12)(G)
  differentiate between paraphrasing and plagiarism when using source materials; differentiate
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• 110.22(b)(12)(H)
  examine sources for: examine
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• 110.22(b)(12)(H)(i)
  reliability, credibility, and bias; and examine
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• 110.22(b)(12)(H)(ii)
  faulty reasoning such as hyperbole, emotional appeals, and stereotype; examine
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• 110.22(b)(12)(I)
  display academic citations and use source materials ethically; and display
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• 110.22(b)(12)(J)
  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. use
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