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NJPEP Home > Standards > Language Arts Literacy (Revised)

STANDARD 3.1 (READING) Grade Six

Strands with Cumulative Progress Indicators

A. Concepts About Print/Text

  1. Use a text index and glossary independently and appropriately.
  2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs).
  3. Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources).

B. Phonological Awareness

   No additional indicators at this grade level

C. Decoding and Word Recognition

  1. Use a dictionary to decode new words independently.
  2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
  3. Apply knowledge of new words correctly (refer to word parts and word origin).
  4. Apply spelling and syllabication rules that aid in decoding and word recognition.

D. Fluency

  1. Adjust reading speed appropriately for different purposes and audiences.
  2. Read aloud in ways that reflect understanding of proper phrasing and intonation.
  3. Read silently for the purpose of increasing speed, accuracy, and reading fluency.
  4. Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.

E. Reading Strategies (before, during, and after reading)

  1. Activate prior knowledge and anticipate what will be read or heard.
  2. Vary reading strategies according to their purpose for reading and the nature of the text.
  3. Reread to make sense of difficult paragraphs or sections of text.
  4. Make revisions to text predictions during and after reading.
  5. Use reference aids for word meanings when reading.
  6. Apply graphic organizers to illustrate key concepts and relationships in a text.

F. Vocabulary and Concept Development

  1. Infer word meanings from learned roots, prefixes, and suffixes.
  2. Infer specific word meanings in the context of reading passages.
  3. Identify and correctly use antonyms, synonyms, homophones, and homographs.
  4. Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).
  5. Use a thesaurus to identify alternative word choices and meanings.

G. Comprehension Skills and Response to Text

  1. Respond critically to an author’s purpose, ideas, views, and beliefs.
  2. Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
  3. Use cause and effect and sequence of events to gain meaning.
  4. Construct meaning from text by making conscious connections to self, an author, and others.
  5. Recognize persuasive and propaganda techniques used to influence readers.
  6. Recognize and understand historical and cultural biases and different points of view.
  7. Identify and analyze features of themes conveyed through characters, actions, and images.
  8. Distinguish between major and minor details.
  9. Make inferences using textual information and provide supporting evidence.
  10. Recognize common organizational patterns in text that support comprehension (e.g., headings captions).
  11. Identify and analyze text types, formats, and elements in nonfiction.
  12. Recognize characterization, setting, plot, theme, and point of view in fiction.
  13. Recognize sensory details, figurative language, and other literary devices in text.
  14. Identify and respond to the elements of sound and structure in poetry.
  15. Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.
  16. Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.
  17. Explain ways that the setting contributes to the mood of a novel, play, or poem.
  18. Interpret idiomatic expressions.

H. Inquiry and Research

  1. Develop and revise questions for investigations prior to, during, and after reading.
  2. Select and use multiple sources to locate information relevant to research questions.
  3. Draw conclusions from information gathered from multiple sources.
  4. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.
  5. Summarize and organize information by taking notes, outlining ideas, and/or making charts.
  6. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.
  7. Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding.