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Common Core State Standards 2 Treasure ChestEnglish Language Arts For English Language LearnersGrade 6 Grade 6

Aligned with the Common Core State Standards for Grade 6

English Language Arts &Literacy in History/Social Studies,Science, and Technical Subjects

For English Language LearnersGrade 6

Teacher’s Edition

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 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 a number of 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.


Reading Standards for Literature

COMMON CORE STATE STANDARDSTREASURE CHEST

TEACHER’S EDITION PAGES


1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Unit 1: 18, 34, 40, 50, 56, 72, 75, 82, 89 Unit 2: 98, 102, 107, 108, 114, 117, 118, 119, 124, 135, 138, 140, 141, 150, 155, 156, 166, 172, 179 Unit 3: 198, 214, 230, 246 Unit 4: 304, 310, 320, 326, 336, 352 Unit 5: 378, 394, 410, 426, 442, 468 Unit 6: 484, 500, 516, 532

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.

Unit 1: 6, 16, 22, 28, 33, 38, 48, 54, 62, 64, 70, 80, 89 Unit 2: 90, 96, 106, 112, 122, 128, 144, 146, 162, 171, 173 Unit 3: 196, 197, 204, 205, 218, 234Unit 5: 432, 449 Unit 6: 490, 491, 522, 539

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.

Unit 1: 8, 13, 15, 17, 18, 24, 31, 33, 34 Unit 2 : 144, 147, 149, 151, 153, 155, 156 Unit 3: 188, 191, 193, 194, 196, 198, 211, 252, 253, 254, 255, 259, 261, 262 Unit 5: 369, 371, 373, 375, 377, 378, 382, 385, 387, 388, 389, 391, 394 Unit 6: 477, 479, 481, 483, 484

Craft and Structure

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.

Unit 1: 12, 13, 16, 44, 48, 60, 64, 87 Unit 2 : 134, 151, 154, 161 Unit 5: 436, 437, 440, 447

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.

Unit: 1 18, 33 Unit 2: 147, 156, 171 Unit 3: 198, 214 Unit 5: 378 Unit 6: 484

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

Unit: 1 78 Unit 3: 181


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.

Unit 2: 154 Unit 6: 476

8. (Not applicable to literature) (Not applicable to literature)




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.

Unit 2: 156 Unit 3: 246 Unit 6: 516


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.

Reading selections in the Grade 6 Student Anthology and Leveled Readers in MMH Treasure Chest fall within the recommended Lexile range 955-1155 required by the Common Core Standard for grades 6-8.*

Reading Standards for Informational Text




1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Unit 1: 40, 50, 56, 72, 75, 82, 89 Unit 2: 114, 117, 118, 119, 124, 135, 138, 140, 141, 166, 172, 179 Unit 3: 230, 246 Unit 4: 304, 310, 320, 326, 336, 352 Unit 5: 410, 426, 442, 468 Unit 6: 500, 516

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.

Unit 1: 38, 40, 48, 50, 54, 62, 64, 70, 72, 80, 82, 89 Unit 2: 112, 122, 128, 162, 171, 173 Unit 3: 234 Unit 5: 432, 449 Unit 6: 490, 491, 539

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).

Unit 1: 70, 72, 73, 74, 75, 76, 77 Unit 4: 278, 279, 280, 281, 282, 283, 284, 294, 295, 296, 297, 298, 308, 310, 311, 312, 313 Unit 5: 430, 432, 433, 434, 435, 436, 437

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Unit 1: 12, 13, 16, 39, 42, 44, 46, 48, 60, 64, 75, 87 Unit 2 : 121, 134, 151, 154, 161 Unit 3: 219 Unit 5: 436, 437, 440, 447

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.

Unit 1: 82 Unit 2: 172 Unit 3: 230 Unit 4: 304, 320, 336, 352 Unit 5: 426, 442 Unit 6: 468

6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Unit 4: 342, 345, 347, 349, 359 Unit 5: 368, 371, 373, 375, 377, 400, 410





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.

Unit 1: 41, 65, 73, 75, 77 Unit 2: 115, 117, 121, 123 Unit 3: 237, 239, 241, 243 Unit 4: 279, 281, 283, 285, 287, 311, 313, 317, 319, 327, 329, 331, 333, 335 Unit 5: 425, 439 Unit 6: 465, 467, 497, 499

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.

Unit 4: 294, 297, 299, 301, 304, 326, 329, 331, 333, 336 Unit 5: 400, 403, 405, 407, 410, 449

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).

This standard can be met during teacher/class discussion.

Range and Level of Text Complexity

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.

Reading selections in the Grade 6 Student Anthology and Leveled Readers in MMH Treasure Chest fall within the recommended Lexile range 955-1155 required by the Common Core Standard for grades 6-8.*


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 techniques, 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 information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Writing Standards




1. Write arguments to support claims with clear reasons and relevant evidence.

Unit 1: 17, 29, 79 Unit 2: 91 Unit 3: 229, 245

a. Introduce claim(s) and organize the reasons and evidence clearly.

Unit 1: 17, 29, 79 Unit 2: 91 Unit 3: 229, 245

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Unit 1: 17, 29, 79 Unit 2: 91 Unit 3: 229, 245

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

The following persuasive writing projects offer an opportunity for students to practice clarifying word choice.Unit 1: 17, 29, 79 Unit 2: 91 Unit 3: 229, 245

d. Establish and maintain a formal style. Adjusting style to audience is discussed on the following pages:Unit 3: 215, 263 Unit 5: 395

e. Provide a concluding statement or section that follows from the argument presented.

The following persuasive writing projects are suitable for providing conclusions.Unit 1: 17, 29, 79 Unit 2: 91 Unit 3: 229, 245

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis

Unit 1: 41, 47, 57, 59, 63, 73, 75, 77, 81 Unit 2: 115, 117, 123, 139, 167 Unit 3: 191, 205, 213, 223, 225, 227 Unit 4: 283, 285, 301, 331, 347 Unit 5: 401, 407, 421, 425 Unit 6: 451, 461, 467, 491, 493, 523

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Unit 1: 33, 43, 47, 59, 79 Unit 3: 205, 223 Unit 5: 407 Unit 6: 451, 477

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Unit 1: 73, 75 Unit 2: 123, 167 Unit 3: 205, 227, 237, 239 Unit 4: 283, 285, 301, 331, 333, 335, 347, 349 Unit 5: 401, 403, 405, 407, 409, 421, 425 Unit 6: 451, 509, 523




c. Use appropriate transitions to clarify the relationships among ideas and concepts.

Unit 5: 419 Unit 6: 451

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Unit 1: 14 Unit 3: 225, 227 Unit 4: 349 Unit 5: 409, 425 Unit 6: 459

e.Establish and maintain a formal style. Adjusting style to audience is discussed on the following pages:Unit 3: 215, 263 Unit 5: 395

f. Provide a concluding statement or section that follows from the information or explanation presented.

Unit 6: 451

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Unit 1: 25, 65 Unit 2: 105, 147, 153, 155, 163, 165, 169, 171 Unit 3: 181, 189, 209 Unit 5: 361, 377, 393 Unit 6: 481, 483, 531

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Unit 1: 17 Unit 2: 171 Unit 3: 181 Unit 5: 361 Unit 6: 481, 483

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Unit 2: 160 Unit 3: 189 Unit 6: 481

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Unit 2: 153, 155 Unit 3: 181

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Unit 2: 155, 171 Unit 6: 531

e. Provide a conclusion that follows from the narrated experiences or events.

Unit 2: 147, 171 Unit 5: 361 Unit 6: 483


4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Unit 2: 81, 160, 171 Unit 3: 197, 213, 215, 261 Unit 4: 271 Unit 5: 393 Unit 6: 467, 531




5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3. See Language Standards and Language Progressive Skills below. )

Students are encouraged to use the writing process for many writing projects, including the following:Unit 1: 1 Unit 2: 91 Unit 3: 181, 215 Unit 4: 271 Unit 5: 361 Unit 6: 451

6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Unit 1: 65, 81

Research to Build Knowledge

7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Unit 5: 409, 425 Unit 6: 499

8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Unit 5: 400, 416, 449

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Unit 3: 207, 237, 261 Unit 5: 377, 393, 401, 403, 409 Unit 6: 509, 513

a. Apply grade 6 Reading standards to literature (e.g., “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”).

Unit 2: 156 Unit 5: 449 Unit 6: 516

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).

Unit 3: 229, 245 Unit 4: 285 Unit 5: 449

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Unit 1: 25, 41, 47, 57, 59, 63, 65, 73, 75, 77, 81 Unit 2: 105, 115, 117, 123, 139, 147, 153, 155, 163, 165, 167, 169, 171 Unit 3: 181, 189, 191, 205, 209, 213, 223, 225, 227, 229, 245 Unit 4: 283, 285, 301, 331, 347 Unit 5: 361, 377, 393, 401, 407, 421, 425 Unit 6: 451, 461, 467, 491, 493, 523, 531


College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards



Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Unit 1: 6, 10, 14, 16, 19, 26, 32, 35, 48, 54, 58, 70, 74, 78 Unit 2: 90, 96, 100, 104, 106, 114, 116, 120, 128, 132, 136, 148, 152, 160, 168, 169 Unit 3: 180, 186, 190, 202, 208, 213, 218, 229, 234, 240, 250, 254, 258 Unit 4: 270, 276, 280, 282, 292, 296, 298, 302, 308, 312, 314, 318, 324, 328, 330, 334, 340, 344, 350 Unit 5: 360, 372, 374, 382, 386, 392, 404, 406, 414, 420, 422, 430, 434, 436, 438 Unit 6: 450, 456, 460, 462, 478, 480, 482, 492, 498, 508, 510, 514, 524

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Unit 1: 42, 58, 74, 78 Unit 2: 104, 116, 152 Unit 3: 229, 254 Unit 4: 282, 298, 312, 317 Unit 5: 374, 392, 406, 434 Unit 6: 496, 510, 514, 524

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Unit 2: 157 Unit 4: 302, 353 Unit 5: 379, 395, 411, 441, 443




c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Unit 1: 27, 29, 31, 33, 34, 41, 50, 57, 59, 61, 66, 73, 82, Unit 2: 103, 106, 108, 114, 117, 119, 123, 153, 155, 156, 163, 165, 167, 169, 170, 172, 179 Unit 3: 189, 195, 197, 198, 209, 214, 221, 227, 230, 237, 241, 246, 253 Unit 4: 281, 283, 287, 288, 295, 299, 301, 304, 311, 313, 320, 335, 336 Unit 5: 370, 375, 378, 384, 385, 389, 394, 405, 407, 410, 423, 425, 426 Unit 6: 458, 463, 467, 468, 474, 475, 479, 484, 493, 495, 500, 512

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Unit 1: 17, 65, 81 Unit 2: 139, 155 Unit 3: 229, 245 Unit 4: 303, 335 Unit 5: 377, 393 Unit 6: 465, 483, 499

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Unit 4: 317

3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Unit 2: 157 Unit 5: 441, 449

Presentation of Knowledge and Ideas

4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Unit 1: 51 Unit 2: 125, 141, 157 Unit 5: 427

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Unit 1: 65, 81 Unit 2: 139, 171 Unit 3: 213, 229, 245 Unit 4: 335 Unit 6: 515

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)

Unit 1: 17 Unit 5: 393, 441 Unit 6: 483, 531


College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language StandardsBeginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied

to increasingly sophisticated writing and speaking are marked with an asterisk (*).These Language Progressive Skills for Grades 3-5 are shown in a chart following the Language standards.




1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Unit 1: 7, 23, 28, 39, 44, 48, 55, 60, 64, 71, 76, 80, 88 Unit 2: 97, 100, 101, 102, 104, 106, 113, 118, 122, 129, 134, 138, 145, 150, 154, 161, 166, 170, 178 Unit 3: 187, 192, 196, 203, 208, 212, 219, 224, 228, 235, 240, 244, 251, 256, 260, 268 Unit 4: 277, 282, 286, 293, 298, 302, 309, 314, 318, 325, 330, 334, 341, 346, 350, 358 Unit 5: 367, 372, 376, 383, 388, 392, 399, 404, 408, 415, 420, 424, 431, 436, 440, 448 Unit 6: 457, 462, 466, 473, 478, 482, 489, 494, 498, 505, 510, 514, 521, 526, 530, 538




a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

Unit 4: 277, 282, 286, 293, 298, 302, 303, 309, 314, 318, 325, 330, 334, 341, 350

b. Use intensive pronouns (e.g., myself, ourselves). This standard can be met during teacher/class discussion.

c. Recognize and correct inappropriate shifts in pronoun number and person.

Unit 4: 282, 286, 341, 350

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Unit 4: 325

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

Unit 2: 109, 150, 151, 177

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unit 1: 13, 39, 44, 63 Unit 3: 205, 209 Unit 4: 319 Unit 5: 393

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

Unit 1: 39, 44

b. Spell correctly. Unit 1: 10, 11 Unit 2: 129, 134, 138

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Unit 1: 7, 23, 28, 39, 44, 48, 55, 60, 64, 71, 76, 80, 88 Unit 2: 97, 100, 101, 102, 104, 106, 109, 113, 118, 122, 129, 134, 138, 145, 150, 151, 154, 161, 166, 170, 177, 178 Unit 3: 187, 192, 196, 203, 208, 212, 219, 224, 228, 235, 240, 244, 251, 256, 260, 268 Unit 4: 277, 282, 286, 293, 298, 302, 309, 314, 318, 325, 330, 334, 341, 346, 350, 358 Unit 5: 367, 372, 376, 383, 388, 392, 399, 404, 408, 415, 420, 424, 431, 436, 440, 448 Unit 6: 457, 462, 466, 473, 478, 482, 489, 494, 498, 505, 510, 514, 521, 526, 530, 538

a. Vary sentence patterns for meaning, reader/ listener interest, and style.

Unit 1: 7, 9, 39, 55, 88 Unit 4: 295 Unit 5: 377, 393 Unit 6: 526, 530

b. Maintain consistency in style and tone. Unit 1: 29




Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Unit 1: 12, 16 Unit 6: 525, 526, 527, 530

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Unit 1: 44, 48, 60, 64 Unit 2: 134, 138 Unit 3: 224, 228 Unit 4: 282, 286, 314 Unit 5: 436, 440

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Unit 5: 386, 387, 388, 389, 390, 392, 402, 404, 406, 408, 446 Unit 6: 460, 462, 464, 466, 492, 496, 498, 510, 511, 514

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Unit 2: 166, 170 Unit 5: 420, 424 Unit 6: 478, 482, 494, 498

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Unit 1: 44, 48, 60, 64 Unit 2: 134, 138, 166, 170 Unit 3: 224, 228 Unit 4: 282, 286, 314 Unit 5: 424, 436, 440

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Unit 1: 74, 76, 77, 80, 87 Unit 2: 109, 166, 168, 170, 177 Unit 3: 193, 196, 256, 257, 260, 267 Unit 4: 282, 283, 286, 314, 330, 334, 357 Unit 5: 420, 421, 424, 447 Unit 6: 478, 482, 494, 498, 537

a. Interpret figures of speech (e.g., personification) in context. Unit 2: 109

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Unit 1: 74, 76, 77, 80, 87 Unit 2: 166, 168, 170, 177 Unit 3: 193, 196, 256, 257, 260, 267 Unit 4: 282, 283, 286, 314, 330, 334, 357 Unit 5: 420, 421, 424, 447 Unit 6: 478, 482, 494, 498, 537

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Unit 3: 256 Unit 4: 282, 283, 286 Unit 6: 478, 482, 494, 537

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit 1: 39, 42, 46, 51, 55, 58, 62, 64, 71, 74 Unit 2: 113, 116, 120, 122, 125, 129, 136, 161, 164, 168, 170 Unit 3: 219, 222, 224, 231, 235, 238, 242, 247 Unit 4: 277, 280, 284, 285, 293, 302, 305, 309, 312, 316, 321, 325, 330, 334, 337, 341, 344 Unit 5: 399, 402, 404, 415, 420, 422, 431, 436, 440, 443 Unit 6: 457, 462, 464, 466, 489, 492, 496, 501, 505, 508, 512, 517

Language Progressive SkillsCommon Core State Standards 15 Treasure ChestEnglish Language Arts For English Language LearnersGrade 6 Grade 6

Below are the grades 3, 4, and 5 asterisked (*) Language standards indicated by CCSS to be particularly likely to require continued attention in grade 6as they are applied to increasingly sophisticated writing and speaking.




L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. Unit 4: 277, 282, 286

L.3.3a. Choose words and phrases for effect. Unit 1: 81 Unit 5: 441 Unit 6: 465

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Unit 1: 7, 12, 16, 71, 76, 80, 88

L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

Unit 4: 346, 357 Unit 5: 370, 371, 376

L.4.3a. Choose words and phrases to convey ideas precisely. Unit 3: 223, 225, 227, 229

L.4.3b. Choose punctuation for effect. Unit 1: 12 Unit 2: 145

L.5.1d. Recognize and correct inappropriate shifts in verb tense. Unit 3: 203, 208, 212, 219, 224, 251, 260

L.5.2a. Use punctuation to separate items in a series. Unit 1: 39, 44

Reading Standards for Literacy inHistory | Social Studies




1. Cite specific textual evidence to support analysis of primary and secondary sources.

Unit 3: 237 Unit 4: 283, 301, 315, 331, 347

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Unit 1: 33, 40, 41, 59 Unit 2: 162 Unit 3: 236, 246, 269 Unit 5: 409, 423, 449




3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Unit 1: 57, 59, 61, 63, 64 Unit 2: 172, 179 Unit 5: 419 Unit 6: 451

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Unit 2: 129, 161 Unit 3: 235 Unit 4: 277, 285, 309, 325, 341 Unit 5: 399, 415, 431

5. Describe how a text presents information (e.g., sequentially, comparatively, casually).

Unit 2: 162, 165, 167, 169, 179

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Unit 4: 278, 281, 283, 285, 288, 336, 342, 345, 347, 349, 352, 359


7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Unit 3: 227 Unit 4: 281, 283, 285, 287, 297, 299, 301, 303, 329, 333, 345 Unit 5: 401, 409, 425 Unit 6: 463, 465

8. Distinguish among fact, opinion, and reasoned judgment in a text. Unit 4: 326, 331, 333, 334, 335, 336, 359 Unit 5: 400, 416, 419, 421, 423, 449

9. Analyze the relationship between a primary and secondary source on the same topic.



10. By the end of grade 8, read and comprehend history | social studies texts in the grades 6-8 text complexity band independently and proficiently.

Unit 2: 128-140, 160-172 Unit 3: 234-246 Unit 4: 276-288, 308-320, 324-336 Unit 5: 398-410, 414-426


Reading Standards for Literacy inScience and Technical Subjects




1. Cite specific textual evidence to support analysis of science and technical sources.

Unit 1: 41, 43, 45, 73, 75, 77, 79 Unit 2: 115, 117, 119, 121, 123 Unit 3: 223, 225, 227 Unit 6: 499

2. Determine the central ideas or conclusion of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Unit 1: 40, 41, 43, 45, 47, 49, 50, 72, 77, 79, 81, 82, 89

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.


Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific or technical context relevant to grades 6-8 texts and topics.

Unit 1: 39, 71, 75 Unit 2: 113, 121 Unit 3: 219 Unit 4: 293 Unit 6: 491, 495, 497

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Unit 3: 220, 223, 225, 227, 269

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Unit 6: 532


7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Unit 1: 43, 72, 74, 75, 79, 81, 83 Unit 2: 117 Unit 3: 229, 269

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Unit 1: 47, 73 Unit 4: 294, 297, 299, 301, 359

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

The following pages offer opportunities for comparing and contrasting scientific concepts.Unit 1: 43, 45, 47, 49, 73, 80, 81 Unit 3: 221





10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

Unit 1: 39-50, 70-82 Unit 2: 112-124 Unit 3: 218-230 Unit 4: 292-304

Writing Standards for Literacy inHistory | Social Studies, Science, and Technical Subjects




1. Write arguments focused on discipline-specific content. Unit 1: 29, 79 Unit 2: 91 Unit 3: 229, 245

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Unit 3: 229, 245

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Unit 1: 29, 79 Unit 3: 229, 245

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Unit 3: 229, 245

d. Establish and maintain a formal style. Adjusting style to audience is discussed on the following pages:Unit 3: 215, 263 Unit 5: 395

e. Provide a concluding statement or section that follows from and supports the argument presented.

The following discipline-related persuasive writing projects are suitable for providing conclusions.Unit 1: 29, 79 Unit 2: 91 Unit 3: 229, 245




2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Unit 1: 41, 43, 47, 49, 73, 75, 77, 79, 81 Unit 2: 115, 117, 119, 121, 123, 131, 133, 135, 137, 139 Unit 3: 221, 223, 225, 227, 229 Unit 4: 279, 281, 283, 285, 287, 297, 299, 301, 303, 315, 317, 319, 335 Unit 5: 401, 403, 405, 407, 409 , 417, 419, 421, 423, 425 Unit 6: 491, 493, 495

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Unit 1: 43, 81 Unit 3: 229 Unit 4: 303

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Unit 1: 47, 73, 75 Unit 2: 117, 119, 121, 123 Unit 3: 223, 225, 227, 229, 239 Unit 4: 283, 285, 301, 315, 317, 333, 335, 347, 349 Unit 5: 401, 403, 409, 417, 425 Unit 6: 509

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Unit 6: 451

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Unit 3: 225, 227 Unit 4: 349 Unit 5: 409, 425 Unit 6: 499

e. Establish and maintain a formal style and objective tone. Adjusting style to audience is discussed on the following pages:Unit 3: 215, 263 Unit 5: 395

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Unit 6: 451

3. (See note; not applicable as a separate requirement)* (See note; not applicable as a separate requirement)*


4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Students are encouraged to use the writing process for many writing projects, including the following:Unit 1: 1 Unit 2: 91 Unit 3: 181, 215 Unit 4: 271 Unit 5: 361 Unit 6: 451




6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Unit 1: 65, 81

Research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Unit 5: 409, 425 Unit 6: 499

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Unit 5: 400, 416, 449

9. Draw evidence from informational texts to support analysis reflection, and research.

Unit 3: 207, 237, 261 Unit 5: 377, 393, 401, 403, 409 Unit 6: 509, 513

Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



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