Grade 6 English Language Arts

Fall Semester

Students engage with various literary genres to analyze how authors communicate similar themes across different text types.

Students practice close reading, annotation, and academic discussion to analyze key literary elements, including character, setting, plot, theme, and author’s craft.

Students study professional texts as mentor models to understand how writers purposefully structure texts, develop ideas, and use language.

Students engage in daily low-stakes and extended writing opportunities to build stamina, experiment with craft techniques, and develop their own voice.

Students apply the writing process to plan, draft, and publish an original literary piece that demonstrates an understanding of the unit's themes and mentor techniques.

Students read across multiple genres (informational, argumentative, fiction) to make meaningful connections across different ideas, perspectives, and authors.

Students evaluate informational and multimodal texts by identifying controlling ideas, supporting evidence, text organization, and graphic features.

Students maintain daily literacy routines to build stamina and notebook reflections to capture deep thinking.

Students practice micro-writing and examine mentor texts through a reader’s and writer’s lens to naturally apply effective grammar and sentence structures.

Students use the inquiry process to research a topic, gather and organize evidence from multiple sources, and publish a multi-paragraph informational essay.

Spring Semester

Students read across multiple genres (argumentative, informational, fiction) to make connections across different perspectives and analyze how different authors take positions on similar topics.

Students analyze argumentative and multimodal texts by identifying central claims, types of evidence, and intended audiences.

Students maintain daily literacy routines to build stamina and literacy notebooks to track and process their thinking.

Students engage in frequent micro-writing to practice forming opinions, selecting supporting evidence, and explaining their reasoning.

Students apply the writing process to plan, draft, and publish a multi-paragraph argumentative piece in a correspondence format (such as a letter or email) tailored for a real audience.

Students read a diverse set of thematically connected genres to analyze complex ideas and make critical connections across texts.

Students move beyond surface-level responses to make inferences, determine key ideas, evaluate details, and synthesize information across multiple sources to build new understanding.

Students sustain daily literacy routines to maintain stamina and literacy notebooks to capture and refine deeper analytical thinking.

Students participate in frequent micro-writing and text responses to practice collecting relevant evidence, formulating interpretations, and explaining their reasoning.

Students engage in a collaborative reading, discussion, and writing process to develop an evidence-based analysis product that demonstrates a synthesized understanding of the unit's themes.

Students participate in collaborative Book Clubs or a shared novel study to track themes, analyze author’s craft, and make connections across texts.

Students maintain daily literacy routines—including literacy notebooks, structured discussions, and micro-writing—to continuously process text meaning and trace personal 

growth.

Students synthesize their year-long learning by analyzing how their individual reading habits, critical thinking, and literacy skills have developed over time.

Students engage in an ongoing reflective process to identify personal academic challenges they overcame, skills they strengthened, and meaningful learning experiences.

Students apply the writing process to plan, draft, and publish a multi-paragraph reflective piece that uses precise examples from the year to demonstrate greater independence and confidence as readers and writers.