Washington State

Grade 6 English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.

The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text. / Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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Grade 6 Reading Standards for Literature
Key Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
No notable changes from current Washington State Learning Standards.
Students currently:
2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.7: Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.
2.2.3: Understand and analyze story elements in grade-level text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.6.2: 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.
No notable changes from current Washington State Learning Standards.
Students currently:
2.2.3: Understand and analyze story elements in grade-level text
2.2.4: Apply understanding of text organizational structures.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to :
RL.6.3: Describe how a particular story’s 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.
Notable change: Include drama text.
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.3.2: Understand and apply content/academic vocabulary critical to the meaning of text.
2.3.3: Understand the functions (to make the story more interesting and convey a message) of literary devices.
2.4.2: Analyze an author’s style of writing, including language choice, to achieve the author’s purpose and influence an audience
2.4.4: Analyze the effectiveness of the author’s tone and use of persuasive devices for a target audience
1.2.2: Apply a variety of strategies to comprehend words and ideas in complex text.
1.3.1: Understand and apply new vocabulary.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.6.4 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.
No notable changes from current Washington State Learning Standards.
Students currently:
No match found / Students need to:
RL.6.5: 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.
Notable change: The structure of particular parts of the text contributes to the impact of literary elements.
Students currently:
2.2.3: Understand and analyze story elements.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.
Notable change: Explain how an author develops the point of view.
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
No match / Students need to:
RL.6.7: Compare and 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 contrasting what they see and hear when reading the text to what they perceive when they listen or watch.
Notable change: Comparing and contrasting is not new, however now students are expected to compare and contrast written text to audio, video, or live version of the text.
Students currently:
2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences (and cause and effect relationships)
2.4.5: Understand how to generalize/extend information beyond the text to another text or to a broader idea or concept.
3.1.1: Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
3.4.2: Understand and analyze a variety of literary genres.
3.4.3: Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.6.9: Compare 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.
Notable change: Comparing approaches to themes and topic in differing forms and genres.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
3.4.2: Understand and analyze a variety of literary genres.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
No notable changes from current Washington State Learning Standards.
Grade 6 Reading Standards for Informational Text
Key Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
No notable changes from current Washington State Learning Standards.
Students currently:
2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.7: Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.2: 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.
No notable changes from current Washington State Learning Standards.
Students currently:
No match / Students Need to:
RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Notable change: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.3.2: Understand and apply content/academic vocabulary critical to the meaning of text.
2.4.2: Analyze an author’s style of writing, including language choice, to achieve the author’s purpose and influence an audience
1.2.2: Apply a variety of strategies to comprehend words and ideas in complex text
1.3.1: Understand and apply new vocabulary.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
No notable changes from current Washington State Learning Standards.
Students currently:
2.2.2: Apply understanding of printed and electronic text features to locate information and comprehend text.
2.2.4 Apply understanding of text organizational structures.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Notable changes: Analyze how contributes to the development of the ideas.
Students currently:
2.4.2: Analyze an author’s style of writing, including language choice, to achieve the author’s purpose and influence an audience.
2.4.4: Analyze the effectiveness of the author’s tone and use of persuasive devices for a target audience.
2.4.7 : Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
No notable changes from current Washington State Learning Standards.
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
2.3.2: Analyze sources for information appropriate to a specific topic or for a specific purpose.
3.1.1: Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
3.2.2: Apply understanding of a variety of functional documents.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.7: 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.
Notable changes: Integrating the information found in the different media and formats to develop a coherent understanding of a topic
Students currently:
2.4.7: Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions
2.4.3: Understand how to verify content validity.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Notable changes: evaluating the argument and claims.
Students currently:
2.4.6: Analyze ideas and concepts in multiple texts.
2.4.5: Understand how to generalize/extend information beyond the text to another text or to a broader idea or concept
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
No notable changes from current Washington State Learning Standards.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI 6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Notable change: text complexity, with scaffolding at the high end
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. / Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.