PARCC Model Content Framework for ELA/Literacy for Grade 6

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In grade 6, the Common Core State Standards call for students to proficiently read grade-appropriate complex literature and informational text (RL/RI.6.10) while further developing the ability to cite textual evidence to support analyses (RL/RI.6.1). Students focus on examining how authors use reasons to make their points and support arguments with evidence, separating unsupported assertions from those backed by evidence. Students analyze both the structure and content of complex, grade-appropriate texts, determining how sentences and paragraphs within texts influence and contribute to the unfolding of a plot and the development and elaboration of events or ideas. Additional Standards for Reading Literature (RL.6.2-9) and Standards for Reading Informational Text (RI.6.2-9) offer detailed expectations for student academic performance in preparation for college and careers.

According to the Speaking and Listening Standards, students also share their findings in class discussions, practicing how logically to sequence ideas and highlight the themes and key details they find most persuasive. Students’ vocabularies expand as they become more attuned to using context, knowledge of Greek and Latin roots and affixes, and word analysis to determine the meaning of academic words.

Students in grade 6 are increasingly challenged to sharpen their ability to write and speak with more clarity and coherence, providing clear reasons and relevant evidence. The Writing Standards specify that students will learn how writers try to influence readers while discovering how they can do the same in their own prose. They discover how to answer questions through writing and can use rewriting opportunities to refine their understanding of a text or topic. They also take a critical stance toward sources and apply criteria for identifying reliable information as opposed to mere conjecture.

Literacy Standards for Other Disciplines in Grades 6-8

Central to the vision for literacy embedded within the standards and the Model Content Frameworks is the idea that instruction in reading, writing, speaking, listening, and language is a shared responsibility within schools. All fields of study demand analysis of complex texts and strong oral and written communication skills using discipline-specific discourse. Because each discipline acquires, develops, and shares knowledge in distinct ways, educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to better prepare students for college and careers. The Model Content Frameworks provide all educators with foundational ideas for incorporating disciplinary literacy skills and practice into their instructional programming. Accordingly, the Model Content Frameworks require educators in all disciplines to bear some responsibility for ensuring the literacy of the students in their classes.

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