English Language Arts, grade 6, mapped

52 claims across 12 strands · 116 of 189 skills in grades 4-6 appear here

18 more claims reach back to a grade below this window. They are named in the lists below and not drawn — the picture holds grades 4-6 and nothing else.

Pick a skill to light what it rests on.

Other

  1. 4.5 leans on 4.4 settling into a long stretch of self-selected reading leans on fluency that already handles the year's text
  2. 5.5 leans on 5.4 self-selecting a text and staying inside it leans on decoding that has stopped competing with understanding for attention
  3. 6.3 leans on 5.4 adjusting fluency to the reading purpose leans on grade-level text already read with rate, accuracy, and prosody

The student develops oral language through listening, speaking, and discussion.

  1. 5.1.C leans on 4.1.C organizing a whole presentation and adding natural gestures to it leans on a year of holding eye contact, rate and volume while making a point
  2. 6.1.C leans on 5.1.C presenting with a stance and position leans on organized presentations already given with eye contact and steady delivery
  3. 6.1.D leans on 6.1.A student-led discussion with notes and votes leans on messages already interpreted and answered appropriately
  4. 4.1.C leans on 3.1.C from grade 3, below this window offering an opinion backed by accurate information leans on already speaking coherently on a topic at the same pace and volume
  5. 4.1.D leans on 3.1.D from grade 3, below this window dividing up shared responsibilities in a plan leans on a year already spent following a group's agreed-upon rules and norms

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. 5.2.B leans on 5.2.A spelling a consonant change such as music to musician leans on already reading that same shift off the page
  2. 4.2.B rests on 4.3.D from another strand spelling reign and rain apart rests on already explaining that the two mean different things
  3. 4.3.C leans on 4.2.A from another strand saying what mis- or -ment does to a word leans on already decoding a word that carries that prefix or suffix
  4. 5.3.C leans on 5.2.A from another strand saying what trans- or -logy contributes to a word leans on already decoding a word whose base is bent by that prefix or suffix
  5. 4.2.C leans on 3.2.D from grade 3, below this window writing whole words legibly in cursive helps, though getting through assignments in it is automaticity rather than a new skill

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  1. 4.13.B rests on 4.13.A a research plan still starts from a question already clarified enough to follow
  2. 4.13.C rests on 4.13.B gathering from a variety of sources still follows a plan saying where to look
  3. 4.13.E rests on 4.13.C showing you understand what was found rests on the sources already being gathered and read
  4. 4.13.H leans on 4.13.E having made sense of the research helps, though cluster 13 calls itself recursive and a delivery mode is a rhetorical choice
  5. 5.13.D rests on 4.13.D weighing how far a source can be trusted rests on primary and secondary already being told apart
  6. 5.13.B rests on 5.13.A following a research plan still starts from a question clarified down to something answerable
  7. 5.13.C rests on 5.13.B gathering relevant information still waits on a plan that says which sources to open first
  8. 5.13.E rests on 5.13.C demonstrating you understood the research rests on a variety of sources already sitting gathered in front of you
  9. 5.13.H leans on 5.13.E knowing what there is to deliver helps, though the recursive cluster lets a family pick the mode before the understanding is shown
  10. 6.12.A leans on 5.13.A questions selected and guided for inquiry lean on a topic already questioned for formal and informal inquiry
  11. 6.12.B rests on 6.12.A a plan developed and revised takes those selected and guided questions already generated
  12. 6.12.C rests on 6.12.B a research question refined through secondary questions takes that plan already developed
  13. 6.12.F rests on 6.12.D synthesizing from a variety of sources takes relevant information already gathered from them
  14. 6.12.H leans on 6.12.E examining sources leans on primary and secondary already told apart
  15. 6.12.I leans on 5.13.G citations displayed and used ethically lean on a bibliography already developed
  16. 6.12.I leans on 6.12.G that ethical use leans on paraphrase already told from plagiarism
  17. 4.13.A leans on 3.13.A from grade 3, below this window sharpening a question until it is worth chasing leans on a year already spent generating them on a topic

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. 5.9.B leans on 4.9.B telling the poet apart from the speaker leans on a year already spent explaining the images a poet builds out of simile and metaphor
  2. 6.8.B leans on 5.9.B taking up meter and line breaks in a poem leans on already explaining how its sound devices work and telling the poet from the speaker
  3. 6.8.C leans on 5.9.C characters built through dialogue and staging lean on drama already explained through tags, acts, scenes, and directions
  4. 4.6.C leans on 4.9.A from another strand predicting from genre characteristics leans on already knowing what marks a tall tale as one
  5. 4.10.B rests on 4.9.D from another strand explaining what a compare-and-contrast structure achieves rests on that structure already being recognized in the text
  6. 5.6.C leans on 5.9.A from another strand correcting a prediction partway through leans on already holding the shape of a folktale, a myth or a tall tale in mind
  7. 5.9.B leans on 4.10.D from another strand explaining what a sound device does inside a poem leans on already describing what an author's alliteration and assonance achieve
  8. 5.10.B rests on 5.9.D from another strand analyzing what logical order or order of importance achieves rests on that pattern already being recognized in the text
  9. 4.12.C leans on 4.9.E from another strand building an opinion essay out of facts leans on already explaining how another author used facts to argue
  10. 5.12.C leans on 5.9.E from another strand arguing an opinion of your own leans on already explaining how another author put facts for and against one
  11. 6.11.B leans on 6.8.D from another strand that essay also leans on informational structures already analyzed for how they carry a topic
  12. 6.11.C leans on 6.8.E from another strand that argument leans on argumentative structures already analyzed for how they carry a claim
  13. 4.9.A leans on 3.9.A from grade 3, below this window adding tall tales to the sorted genres leans on legends and myths already being sorted that way
  14. 4.9.B leans on 3.10.D from grade 3, below this window explaining the simile and metaphor a poet reaches for leans on a year already spent describing what an author's imagery achieves
  15. 4.9.C rests on 3.9.C from grade 3, below this window explaining scenes, stage directions and character tags as structure rests on characters, dialogue and acts already being discussed

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  1. 4.8.A leans on 4.8.C sorting out the rising action and climax helps, though a child infers a theme long before naming the parts of an arc
  2. 4.8.D leans on 4.8.C the arc laid out makes a setting's pull easier to weigh, though what the setting pulls on is the plot and not its vocabulary
  3. 5.8.A leans on 4.8.A finding several themes running through one text leans on a year already spent inferring a basic one and backing it with evidence
  4. 5.8.A leans on 5.8.C the arc already laid out helps several themes surface, though children read theme out of a story before they can label its parts
  5. 5.8.B leans on 4.8.B explaining how characters act on each other helps, though grade 5 drops the changes they undergo and puts conflict in their place
  6. 5.8.D leans on 5.8.C having the rising and falling action named helps, though a setting acts on a plot's events rather than on the words for its parts
  7. 6.7.A leans on 5.8.A inferring themes within and across texts leans on multiple themes already inferred within one text
  8. 6.7.A leans on 6.7.C those themes lean on plot elements already analyzed, flashback among them
  9. 6.7.B leans on 5.8.B how inward and outward responses develop the plot leans on relationships and conflicts among characters already analyzed
  10. 6.7.C leans on 5.8.C plot with rising, climax, falling, resolution, and flashback leans on that same arc already analyzed without the flashback
  11. 6.7.D leans on 6.7.C that shaping leans on the plot elements already analyzed, which is what the setting acts on
  12. 4.10.A leans on 4.8.A from another strand explaining what an author is getting at leans on the basic themes already inferred from the same text
  13. 5.10.A leans on 5.8.A from another strand naming the purpose behind a text leans on having already pulled its themes out of what the text itself says
  14. 4.12.A leans on 4.8.C from another strand shaping a narrative around a rising action and a climax leans on naming those same parts while reading someone else's
  15. 5.12.A leans on 5.8.C from another strand building a made-up story toward a climax and out again leans on taking apart the same arc in somebody else's
  16. 4.8.A leans on 3.8.A from grade 3, below this window supporting an inferred theme with text evidence leans on a year already spent inferring one and telling it from the topic
  17. 4.8.B rests on 3.8.B from grade 3, below this window explaining how characters act on each other and change rests on already explaining how the major and minor ones relate
  18. 4.8.C rests on 3.8.C from grade 3, below this window naming a rising action, climax and falling action rests on the sequence of events and the conflict already being analyzed
  19. 4.8.D rests on 3.8.D from grade 3, below this window explaining what a historical or cultural setting does to a plot rests on already explaining what a setting does to one

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. 6.6.G leans on 5.7.G writing about explicit and implicit meanings leans on specific ideas already discussed for what they mean
  2. 4.7.A rests on 4.6.E from another strand putting a connection to a source into words is the same connecting to experience, other texts and society comprehension does
  3. 4.7.C rests on 4.6.F from another strand backing a response with text evidence is the evidence already gathered to make an inference
  4. 4.7.G rests on 4.6.G from another strand discussing which ideas carry the meaning draws on the detail-weighing comprehension already does
  5. 5.7.A rests on 5.6.E from another strand a described connection between a source and your own life reuses the connecting comprehension does while the reading is still going on
  6. 5.7.C rests on 5.6.F from another strand quoting the text to hold up a response reuses the evidence already collected while inferring what the text meant
  7. 5.7.G rests on 5.6.G from another strand arguing which ideas in a text matter most rests on the detail-by-detail weighing that settled the key ideas in the first place
  8. 4.7.B rests on 3.7.B from grade 3, below this window comparing ideas across several sources in one response rests on already writing a response to a single text
  9. 4.7.D rests on 3.7.D from grade 3, below this window summarizing a text rests on already retelling and paraphrasing it without losing the meaning or the order

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.

  1. 5.10.G leans on 4.10.G identifying an anecdote and saying what it does helps, though grade 4 already states the portion of this being claimed
  2. 4.10.A leans on 4.8.A from another strand explaining what an author is getting at leans on the basic themes already inferred from the same text
  3. 4.10.B rests on 4.9.D from another strand explaining what a compare-and-contrast structure achieves rests on that structure already being recognized in the text
  4. 5.9.B leans on 4.10.D from another strand explaining what a sound device does inside a poem leans on already describing what an author's alliteration and assonance achieve
  5. 5.10.A leans on 5.8.A from another strand naming the purpose behind a text leans on having already pulled its themes out of what the text itself says
  6. 5.10.B rests on 5.9.D from another strand analyzing what logical order or order of importance achieves rests on that pattern already being recognized in the text
  7. 4.10.D leans on 3.10.D from grade 3, below this window simile and onomatopoeia described that way helps, though grade 3 offers them only inside a such-as list
  8. 4.10.E leans on 3.10.E from grade 3, below this window understanding what a point of view does to a story leans on already identifying whether it is first or third person
  9. 5.10.G leans on 3.10.G from grade 3, below this window explaining the purpose of hyperbole leans on the exaggeration itself already being spotted and explained in an earlier year

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. 6.11.B leans on 5.12.B a multi-paragraph essay with a thesis leans on brief compositions already conveying information with a central idea
  2. 6.11.C leans on 5.12.C multi-paragraph argument leans on opinion essays already composed with genre characteristics and craft
  3. 6.11.D leans on 5.12.D letters of opinion, complaint, or request lean on correspondence already composed to request information
  4. 4.12.A leans on 4.8.C from another strand shaping a narrative around a rising action and a climax leans on naming those same parts while reading someone else's
  5. 4.12.C leans on 4.9.E from another strand building an opinion essay out of facts leans on already explaining how another author used facts to argue
  6. 5.12.A leans on 5.8.C from another strand building a made-up story toward a climax and out again leans on taking apart the same arc in somebody else's
  7. 5.12.C leans on 5.9.E from another strand arguing an opinion of your own leans on already explaining how another author put facts for and against one
  8. 6.11.B leans on 6.8.D from another strand that essay also leans on informational structures already analyzed for how they carry a topic
  9. 6.11.C leans on 6.8.E from another strand that argument leans on argumentative structures already analyzed for how they carry a claim
  10. 4.12.D leans on 3.12.D from grade 3, below this window writing a letter that asks someone for information leans on a year of thank-you notes and plain letters

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

  1. 4.6.C leans on 4.9.A from another strand predicting from genre characteristics leans on already knowing what marks a tall tale as one
  2. 4.7.A rests on 4.6.E from another strand putting a connection to a source into words is the same connecting to experience, other texts and society comprehension does
  3. 4.7.C rests on 4.6.F from another strand backing a response with text evidence is the evidence already gathered to make an inference
  4. 4.7.G rests on 4.6.G from another strand discussing which ideas carry the meaning draws on the detail-weighing comprehension already does
  5. 5.6.C leans on 5.9.A from another strand correcting a prediction partway through leans on already holding the shape of a folktale, a myth or a tall tale in mind
  6. 5.7.A rests on 5.6.E from another strand a described connection between a source and your own life reuses the connecting comprehension does while the reading is still going on
  7. 5.7.C rests on 5.6.F from another strand quoting the text to hold up a response reuses the evidence already collected while inferring what the text meant
  8. 5.7.G rests on 5.6.G from another strand arguing which ideas in a text matter most rests on the detail-by-detail weighing that settled the key ideas in the first place

The student uses newly acquired vocabulary expressively.

  1. 5.3.A leans on 4.3.A tracing a word back to its origin in a dictionary entry leans on already using that entry for meaning, syllabication and pronunciation
  2. 5.3.D leans on 4.3.D explaining the joke inside a pun leans on already explaining that two words which sound alike carry different meanings
  3. 4.2.B rests on 4.3.D from another strand spelling reign and rain apart rests on already explaining that the two mean different things
  4. 4.3.C leans on 4.2.A from another strand saying what mis- or -ment does to a word leans on already decoding a word that carries that prefix or suffix
  5. 5.3.C leans on 5.2.A from another strand saying what trans- or -logy contributes to a word leans on already decoding a word whose base is bent by that prefix or suffix
  6. 4.3.C leans on 3.3.C from grade 3, below this window working out what a root like auto or graph contributes leans on already working out what a prefix like pre- adds

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  1. 4.11.B rests on 4.11.A developing a focused, structured draft rests on a genre, topic and audience already picked out for it
  2. 4.11.C rests on 4.11.B rearranging ideas for coherence rests on a structured draft already sitting on the page to rearrange
  3. 4.11.D leans on 4.11.C a pass for conventions leans on wording that has stopped shifting under it
  4. 4.11.E leans on 4.11.D putting a piece in front of an audience usually waits on its conventions being cleaned up
  5. 5.11.B rests on 5.11.A a draft carrying depth of thought still starts from a genre, topic, purpose and audience already settled on
  6. 5.11.C rests on 5.11.B improving sentence structure and word choice rests on sentences already drafted to improve
  7. 5.11.D leans on 5.11.C hunting splices and run-ons leans on revision having already settled where each sentence begins and ends
  8. 5.11.E leans on 5.11.D publishing a piece for an audience usually waits until standard conventions have had their own pass

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Texas Essential Knowledge and Skills · CC BY 3.0 US · D2L Corporation · verified 2026-09-05

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