6Th Grade RL Standards

6th Grade RL Standards

RL 2 – Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Use the story map to summarize how the main character responds to the main problem in the selection and how he changes as a result.
Students complete a list of story events in time order and use these lists to summarize the story.
Use a graphic organizer to record the central idea and the supporting details found throughout the text.
Remind students that the theme of a fiction selection is the central idea or message that the author wants readers to understand. Readers must often infer, or figure out, the theme using text evidence such as plot episodes and dialogue and actions of characters. Using the text evidence found in this selection, what is the theme? (Consider using a graphic organizer to record details/text evidence that can lead to the inference of a theme.)
What details does the author give about __? How does this contribute to the development of the theme?
How does ______respond to what ______says? Summarize what he/she says?
Summarize the text using a graphic organizer.
What is the most important idea in ______?
What is the theme of _____ (text title)? What details in the story/poem/drama help the reader determine this theme?
How does the author of _____ (text title) help the reader understand the theme of the story? What details from the story support your answer?
How does the author use the way Tyrone responds to his situation to develop the theme of the story?

Grade 6 RL 3 Describe how a particular stories’, or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Use a graphic organizer with the headings thoughts, words, actions, how character responds/ changes- collect clues from the text to piece together what the character is like.
Authors often don’t say how characters feel in response to a story’s plot events. Instead, they give the reader clues by telling what the character thinks, says, and does.
Summarize in your own words- what has just happened to ______.
How do ______feelings about being ______change throughout the story?
How does the character ______respond to the challenge presented by ______?
What do you learn about ______when they say “ ______” and then ______?
How would you describe the character ______from the episodes in the passage so far?
In what ways did ______change from the beginning to end of the story?

How do ______’s feelings change after listening to ______? What does this tell you about _____?What internal conflict is ______battling during ______?
What text evidence would support the statement that ______is like ______?

Why would ______be best suited to lead ______? What text evidence supports your thinking?
Compare how other characters talk to ______at the beginning of the story and later in the story. Have they changed the way the think or feel about ______?
How has ______change lately? What may have caused this change?
What does ______realize at the end of the story?

Explain to students that they should look for text evidence that shows how characters respond and change as the plot unfolds.
Why do you think ______( character) risked ______to ______?
What happens at ______( place) that makes ______( character) ______( emotion)?
What does ______( character) have in common with ______(another character)?

How does ______feel differently about ______? How can you tell?
What does ______do after ______? What does this tell you about ______?
Ask students to continue to watch for clues about characters as they continue reading.

How does the ______react when ______happens?
What details show how ______feels about ______?
Point out an important character detail in the story. What inference can you make about ______?

Grade 6 RL 4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Remind students that a simile is often used by the author to point out a character’s emotions or thoughts in aninteresting way. Look at the simile ___ about the character _____.What two things are being compared? What is the characteristic of ___? What does this tell you about how (character) is feeling?
What / who does the author compare __ to? How does this description show how ___ feels / acts?
As you read, identify similes used to convey characters’ thoughts and feelings. Explain what they mean.
What does the narrator mean when she/he says ___?
What does this simile tell you about ___?
What do the words __ and ___tell you about the poem’s tone and the speaker’s attitude?
Remind students that alliteration is often used by authors to create mood or emphasize ideas. How does the repetitive consonant sound in the phrase ___help create the mood of the story?
What do you think the character ___ means by saying ______? How does the author’s choice of words affect the meaning of the text?
Reread the sentence ______. What tone or mood does the author set by using this choice of words?
What does the phrase ___mean? Tell how the use of this phrase affects the tone of the passage.
What two things are being compared in the metaphor, ______? What does the comparison tell you about _____?
What image do you visualize from the metaphor,_____, used by the author on this page? What impact does this have on your understanding of the text?
Look at the sentence/phrase ______that is used to describe the character. Does this have a positive or negative connotation? How can you tell?
Is ___ a positive or negative word? Is __ a positive or negative word? Does using these two words together have a positive or negative connotation? Explain.
Why might the narrator have chosen this wording? Explain.
What words does the author use to show the shift in tone?
How has ___’s tone changed since the beginning of the story? Explain how you know this.
What words in this section create the tone of __(defiance, anger, fear, etc.)?
How do the words selected by the author in this section affect the story?
What does ___’s question about ___mean?
What figure of speech is the author using here? What does it mean?
What does _____mean? What clues in the text help you understand the meaning of this phrase?
What examples of personification does the poet use in this poem? What affect do these have on images that the reader creates?
How does the author’s use of the word ___in the title impact the tone of the poem?
Which sense does the author appeal to by using the words ____? What is the significance of this?
Guide students to analyze the phrase ____.What word describes ___? What does it tell you about__?
Identify the example of personification found on p. __. Analyze what it means.
How is the title of this selection a play on words? What impact does this have on the meaning of the selection?
What does the word __ tell you about what may be happening to the character?
What clues in the text help you understand what ___ means?
Remind students that hyperbole is a figure of speech that uses extreme exaggeration. What is the meaning of this example of hyperbole, _____?
Find another example of hyperbole on this page and explain why the author has chosen to include it in the text. What text clues help you understand what it means?
What word choices does the author make that influence the way you think about the text?

Grade 6 Standard RL 5 Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Use a graphic organizer with sections labeled setting, characters, and plot. Have students collect information to fill in each box as they read. Tell students that they can use their filled in story map to analyze how a particular event or section of the text fits in the overall structure of the story.
Reread paragraph ______on page ______How does the last sentence of this paragraph contribute to the development of the story’s plot?
How does the scene where ______discovers ______fit into the story?
How does the ______sentence in paragraph ______onpage ______contribute to the setting of this scene?
How does the sentence describing ______’s experience as he ______add to your understanding of the setting?

Explain that good readers analyze specific episodes from a story to see how these episodes, or scenes, fit into the overall structure of the story and contribute to the development of the plot.
Explain that individual scenes or episodes in a story can contain important details that contribute to the development of the theme of the story. Ask students how this particular scene helps develop the theme.
Reread the scene on page ______. How does this scene contribute to the development of the theme?
Guide students to use a story map to record the events in a story that lead the main character to solve the problem. How did a particular scene or event contribute to the plot development?
Why do you think the author chose to describe the ______scene in such detail? How might this scene fit into the structure of the story?
How does scene____ contribute to the development of th plot and setting?
How does scene _____ contribute to the overall structure of the play?
How does the sentence “______” contribute to the plot of the story?
Why is the scene where ______important to the plot of the story?
How does the section titled “______” contribute to the development of the topic?

What setting details do you see in the ______sentence of paragraph ______?
Why is the paragraph that tells about ______(character) ______( action) important to the story?
How does this scene fit into the structure of the plot?

How does the sentence describing ______contribute to the theme of the story?
How does the ______stanza contribute to the development of the poem’s theme?
How does scene ______fit in the overall structure of the play?
How does the scene where ______(character) ______help the play’s plot to unfold?

How do ______’s words help develop the setting?
How does chapter 4 contribute to the rising action of the novel? Use information from the novel to support your analysis.
How does the author use scene 2 to begin to develop the theme of the play? Use information from the scene to support your analysis.
How does the description in the first stanza establish the setting of the poem? Use information from the poem to support your analysis.
Analyze how chapter 3 contributes to the development of the theme/setting/plot of the book. Use information from the text to support your analysis.
Analyze how scene 1 contributes to the overall structure of the drama. Use information from the text to support your analysis.

Grade 6 Standard RL 6 Explain how the author develops the point of view of the narrator or speaker in a text.

How does ______’s point of view of ______change throughout the story?
From whose point of view is this story told? What does the reader know as a result?
How would the story be different if it were told from ______’s point of view?

How does telling the story from ______’s point of view affect what the reader learns about characters and events?
How does the author develop the point of view of the narrator in this story?
What is the narrator’s point of view on ______? Explain how this point of view is expressed in the passage.
Explain how Gary Paulsen develops the point of view of the narrator in ______(text title). Use examples from the story in your explanation.
What is the most likely reason why the author decided to tell the story from Mike’s point of view? Is it effective? Why or why not? Use examples from the story in your explanation.
How does telling the story from Tonya’s point of view influence the story? Use examples from the story in your answer

Grade 6 RL 7 compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version. Analyzing the effects of techniques unique to each medium (e.g. lighting, sound, color, or camera focus and angles in a film).

He students select a scene from a story to make into a short video. Have students compare and contrast the experiences of reading, listening to, and viewing the same scene from the story. How is viewing the acted out scene different from reading or hearing all of the author’s words?
Have groups of students select a poem on a given topic. Have each group make an audio recording of the poem. Compare and contrast the experiences of reading and listening to the same poem. Ask students to recall what they “saw” and “heard” in their minds when they read the text. What were some differences and similarities in the experiences?

Compare and contrast reading the play to viewing a live performance of it. Prompt students to compare and contrast what they visualized when they read the script to what they actually saw and heard when they watched the play. Use a 3 circle Venn diagram( reading) (both) (watching or listening)
After watching a live performance of a play you read in class- lead a class discussion in which student note how multimedia elements, such as music, and different types of speech affected their interpretations of the story.
As a culminating event for a unit of study on folk tales – have students write an original folk tale. Lead students in a discussion about how to present their tale in diverse formats: a written story, accompanied by visuals, a concrete object, and an audio recording of the tale.
In addition to reading a selection ask students to prepare a story board depicting the key events. Ask students to compare and contrast the experience of listening to the oral explanation of the events with viewing and reading a story board.
How is listening to an audiotape of “The Raven” by Edgar Allen Poe alike and different from reading the poem? Use specific examples from both versions in your answer.
How is watching the filmed version of Holes alike and different from reading the book? Use specific examples from both versions in your answer.
How is watching a performance of ____ (title of a play) alike and different from reading the play? Use specific examples in your explanation.
Which did you prefer, listening to the audiotape version of “The Raven” or reading the poem? Why?
Which did you prefer, watching the filmed version of Holes or reading the book? Why?

Grade 6 RL 9Compare and contrast texts in different forms or genres (e.g.,. stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Use a Venn diagram to compare and contrast two poems on a similar topic.

Use a Venn diagram to compare and contrast how the two text are similar and different. Be sure to include genre comparisons in addition to comparing the text’s approaches to the same topic.
When using a Venn diagram to compare two textsask students to consider, setting, and themes are similar and different.

Have students use Venn diagrams to help them compare and contrast how the two texts approach the theme of ______. Include specific examples from each text.

Discuss how the authors use different tools in a long article, a folktale, and a poem to explain ______. Why does each author use these specific techniques? What are the benefits of each technique?
Compare and contrast how the two poems are structured. What similar information do the ______and ______convey about ______? What unique information does each of them contain?
What reasons does the author of ______give for the practice of ______?
The author of ______gives examples of how ______. What are these examples?
How are the ______# poems similar? How is each poem different from the others?

Grade 6 RI standards

Grade 6 RI standard 2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Summarize the process described in the text.
Prompt students to summarize the information in the text using their sequence of events graphic organizer for support.

Explain that good readers avoid adding their own personal opinion or judgments into their summaries. They focus on retelling the author’s most important points in their own words.
What is the section mostly about? Have students write a short summary of the section using text evidence.
What is most important about ______? Have students write or orally tell about the most important details in the text.
Summarize the reasons people should think (worry) about ______( an issue).

Use a Sequence of events graphic organizer to assist students in focusing on the most important events in a selection. This can be used to support oral summarizing of the text or a written summary.
Summarize by year the events presented in this selection up to this point.
What is the central idea presented on these two pages?
What is the central idea of this passage? Summarize the passage briefly, without including personal opinions or judgments.
What central idea does the author introduce in this paragraph?

What are some examples of supporting details found in captions or illustrations?
How would you summarize the first paragraph on page _____?
How would you summarize the section titled “______”?
What is the introduction’s main idea?
Consider using a main idea and detail graphic organizer to have students focus on the most important details and ideas in a text. Have them use the filled out graphic organizer to support either oral summarizing or a writing assignment.
Good readers stop occasionally and summarize as they read to ck to ensure they are understanding what they are reading.

Grade 6 RI 3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.( e.g. through examples or anecdotes)