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Skills available for Ohio sixth-grade language arts standards

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Ohio Learning Standards (adopted 2026): Grade 6 Ohio Learning Standards (adopted 2026): Grade 6
Ohio Learning Standards: Language Ohio Learning Standards: Language
Ohio Learning Standards: Reading: Informational Text Ohio Learning Standards: Reading: Informational Text
Ohio Learning Standards: Reading: Literature Ohio Learning Standards: Reading: Literature
Ohio Learning Standards: Writing Ohio Learning Standards: Writing

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WF.6 Writing Foundations

WF.6.1 Write fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking.
WF.6.2 Apply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.
- WF.6.2.a Encode grade-appropriate multisyllabic words using knowledge of syllable types.
- WF.6.2.b Apply knowledge of roots, prefixes, and suffixes to encode unfamiliar multisyllabic words.
- WF.6.2.c Encode grade-appropriate irregular words.
  - Good, better, best, bad, worse, and worst (6-NN.8)
  - Well, better, best, badly, worse, and worst (6-NN.10)

W.6 Writing

W.6.1 Write argumentative pieces that include:
- W.6.1.a A thesis statement, within the introduction, to present an argument;
  - Which is a thesis statement? (6)
- W.6.1.b Clear reasons and relevant evidence to support claim(s) that are well organized and demonstrate an understanding of the topic or text;
- W.6.1.c Words, phrases, and clauses that clarify the relationship among claim(s) and reasons;
- W.6.1.d Precise language and domain-specific vocabulary;
- W.6.1.e Language appropriate to the audience and purpose;
  - Which sentence is more formal? (6-D.1)
- W.6.1.f Use of credible sources; and
  - Distinguish facts from opinions (6-P.1)
  - Evaluate newspaper headlines for bias (6-U.2)
- W.6.1.g A concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory pieces that include:
- W.6.2.a A thesis statement, within the introduction, to present the topic;
  - Which is a thesis statement? (6)
- W.6.2.b Relevant facts, definitions, concrete details, quotations, or other information or details to develop the topic;
- W.6.2.c Organized text structure such as description, chronology/sequence, problem/solution, compare/contrast, and cause/effect;
- W.6.2.d Appropriate transitions to clarify relationships among ideas and concepts;
- W.6.2.e Precise language and domain-specific vocabulary;
- W.6.2.f Language appropriate to the audience and purpose;
  - Which sentence is more formal? (6-D.1)
- W.6.2.g Formatting, graphics, and multimedia to clarify information presented, if needed;
- W.6.2.h Use of credible sources; and
  - Distinguish facts from opinions (6-P.1)
  - Evaluate newspaper headlines for bias (6-U.2)
- W.6.2.i A concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives that develop real or imagined sequenced events that include:
- W.6.3.a An introduction to engage and orient the reader that establishes context and introduces a narrator and/or characters;
- W.6.3.b An organized event sequence;
- W.6.3.c Dialogue, pacing, and description to develop experiences, events, and/or characters;
  - Identify sensory details (6-F.1)
  - Formatting quotations and dialogue (6-UU.4)
- W.6.3.d A variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;
  - Transitions with conjunctive adverbs (6-S.1)
- W.6.3.e Precise language, relevant descriptive details, and sensory language; and
- W.6.3.f A conclusion that follows from the narrated experiences or events.
W.6.4 Produce clear and coherent writing, in which the development and organization are appropriate to task, purpose, and audience.
W.6.5 With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions, using feedback from adults or peers.
W.6.6 Use a variety of digital skills and tools to produce and publish writing.
W.6.7 Conduct independent research projects to answer a question by:
- W.6.7.a Using multiple sources on a topic;
  - Combine central ideas from two texts (6)
- W.6.7.b Recording relevant evidence; and
- W.6.7.c Evaluating and determining relevancy of evidence.
  - Identify relevant sources (6-U.1)
W.6.8 Gather and use relevant information from multiple print and digital resources.
- W.6.8.a Assess the credibility of each source.
  - Evaluate newspaper headlines for bias (6-U.2)
- W.6.8.b Accurately quote or paraphrase the data and conclusions of others to avoid plagiarism.
  - Use in-text citations (MLA 8th–9th editions) (6-U.4)
  - Identify and correct plagiarism (6-U.5)
- W.6.8.c List basic bibliographic information for sources to avoid plagiarism.
  - Recognize the parts of a Works Cited entry (MLA 8th–9th editions) (6-U.3)
W.6.9 Use evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research.
W.6.10 Write routinely in a single session and/or over multiple sessions; and engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.

L.6 Language

L.6.1 Know and apply formal American English grammar, usage, and mechanics when writing or speaking.
- L.6.1.a Ensure pronouns are in the proper case (subjective, objective, possessive).
- L.6.1.b Use intensive pronouns.
  - Is the pronoun reflexive or intensive? (6-JJ.7)
- L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.
  - Correct inappropriate shifts in pronoun number and person (6-II.5)
- L.6.1.d Recognize and correct vague pronouns.
  - Identify vague pronoun references (6-II.3)
  - Identify all of the possible antecedents (6-II.4)
- L.6.1.e Recognize variations from formal American English, determine appropriateness for the intended purpose and audience, and adjust as necessary.
  - Which sentence is more formal? (6-D.1)
L.6.2 Know and apply formal American English capitalization, punctuation, and spelling when writing.
- L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
- L.6.2.b Spell words accurately, using grade-level spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- Create varied sentences based on models (6-Q.2)
- Transitions with conjunctive adverbs (6-S.1)
- Is the sentence simple, compound, or complex? (6-GG.9)
- Use coordinating conjunctions (6-QQ.1)
- L.6.3.a Vary sentence structure for meaning, reader/listener interest, and style.
- L.6.3.b Maintain consistent style and tone appropriate to the audience and purpose.
  - Which sentence is more formal? (6-D.1)
  - Compare passages for tone (6-D.2)
L.6.4 Determine or clarify the meaning of unknown words or multiple-meaning words and phrases.
- Interpret the meaning of an allusion from its source (6-F.2)
- Interpret figures of speech (6-F.3)
- Find synonyms in context (6-X.2)
- Find antonyms in context (6-X.4)
- Which definition matches the sentence? (6-Y.2)
- Which sentence matches the definition? (6-Y.3)
- Determine the meaning of idioms from context: set 1 (6-Z.1)
- Determine the meaning of idioms from context: set 2 (6-Z.3)
- Find words using context (6-CC.1)
- Determine the meaning of words using synonyms in context (6-CC.2)
- Determine the meaning of words using antonyms in context (6-CC.3)
- Use context to identify the meaning of a word (6-CC.4)
- Use academic vocabulary in context: literary (6-CC.5)
- Use academic vocabulary in context: informational (6-CC.6)
- Determine the meaning of domain-specific words with pictures (6-DD.1)
- L.6.4.a Use context within and beyond a sentence to determine the intended meaning of a word or phrase.
- L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
- L.6.4.c Consult print and/or digital resources to support the pronunciation of a word and verify its precise meaning or part of speech.
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- L.6.5.a Explain figurative language, including personification, in context.
- L.6.5.b Use the relationship between particular words to better understand each of the words.
- L.6.5.c Distinguish among the connotations (implied meanings, associations) of words with similar denotations (definitions).
L.6.6 Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking.

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RL.6 Reading Literature

RL.6.1 Cite text evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate.

RL.6.2 Analyze literary text development.

RL.6.2.a Determine and explain a theme of a literary text and how it is developed through specific details.

RL.6.2.b Provide an objective summary of the text, including theme and story details.

RL.6.3 Describe how the plot of a story or drama develops through chapters, acts, and/or scenes and how the characters respond or change as the plot moves toward a resolution.

RL.6.4 Explain how words and phrases shape meaning and tone in a literary text.

RL.6.4.a Determine word and phrase meanings, including figurative and/or connotative meanings.

RL.6.4.b Analyze the impact of specific word choices, including sensory language, on meaning and tone.

RL.6.5 Analyze how a particular line, sentence, paragraph, chapter, scene, or stanza contributes to the development of the setting, plot, or theme.

RL.6.6 Explain how an author uses point of view to develop the perspective of the narrator, speaker, or character in a literary text.

RL.6.7 Compare and contrast reading a literary text to listening to an audio or viewing a video or live version of the text, including how different versions affect tone, mood, or appeal.

RL.6.9 Compare and contrast literary texts in different forms or genres.

RL.6.9.a Identify an implied theme, explicit theme, or life lesson.

RL.6.9.b Analyze a shared theme and explain its development across genres.

RL.6.10 Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-to-world connections and comparisons.

RI.6 Reading Informational

RI.6.1 Analyze text evidence to demonstrate understanding of an informational text.

RI.6.1.a Analyze what the text says explicitly and cite text evidence.

RI.6.1.b Make and support inferences from the text using cited text evidence.

RI.6.2 Analyze informational text development.

RI.6.2.a Determine a central idea of a text and explain how it is conveyed through particular details.

RI.6.2.b Provide an objective summary of the text that includes a central idea and relevant details.

RI.6.3 Analyze how a key individual, event, or idea is introduced, developed, and elaborated in a text.

RI.6.4 Determine the meaning of domain-specific words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings.

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of an informational text and contributes to the development of the ideas.

RI.6.6 Determine an author's perspective and/or purpose in a text and explain how it is conveyed in an informational text.

RI.6.7 Integrate information presented in multiple print or digital sources to develop a coherent understanding of a topic or issue.

RI.6.8 Trace and evaluate the argument in an informational text.

RI.6.8.a Identify specific claims in a text.

RI.6.8.b Distinguish claims that are supported by evidence from claims that are not supported by evidence.

RI.6.9 Compare and contrast one author's presentation of events with that of another.

RI.6.10 Read and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-to-world connections and comparisons.

RF.6 Reading Foundations

RF.6.3 Decode words by applying morphological analysis, word recognition, and etymology including:

RF.6.3.a Roots; prefixes; and suffixes.

RF.6.3.b Read common high-frequency words with automaticity such as: phonetically regular words: winter, test, beside; partially regular words: square, region, believe; and irregular words: average, effect, verify.

RF.6.3.c Identify and know the meaning of common Latin and Greek: roots; prefixes; and suffixes.

RF.6.4 Read grade-level texts with sufficient fluency to support comprehension.

RF.6.4.a Orally read grade-level text with accuracy (targeting 95% or greater), automaticity, and appropriate expression to gain meaning from text, targeting 146 words correct per minute (wcpm) by the end of sixth grade.

RF.6.4.b Self-monitor word recognition and understanding, rereading as necessary.

WF.6 Writing Foundations

WF.6.1 Write fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking.

WF.6.2 Apply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

WF.6.2.a Encode grade-appropriate multisyllabic words using knowledge of syllable types.

WF.6.2.b Apply knowledge of roots, prefixes, and suffixes to encode unfamiliar multisyllabic words.

WF.6.2.c Encode grade-appropriate irregular words.

W.6 Writing

W.6.1 Write argumentative pieces that include:

W.6.1.a A thesis statement, within the introduction, to present an argument;

W.6.1.b Clear reasons and relevant evidence to support claim(s) that are well organized and demonstrate an understanding of the topic or text;

W.6.1.c Words, phrases, and clauses that clarify the relationship among claim(s) and reasons;

W.6.1.d Precise language and domain-specific vocabulary;

W.6.1.e Language appropriate to the audience and purpose;

W.6.1.f Use of credible sources; and

W.6.1.g A concluding statement or section that follows from the argument presented.

W.6.2 Write informative/explanatory pieces that include:

W.6.2.a A thesis statement, within the introduction, to present the topic;

W.6.2.b Relevant facts, definitions, concrete details, quotations, or other information or details to develop the topic;

W.6.2.c Organized text structure such as description, chronology/sequence, problem/solution, compare/contrast, and cause/effect;

W.6.2.d Appropriate transitions to clarify relationships among ideas and concepts;

W.6.2.e Precise language and domain-specific vocabulary;

W.6.2.f Language appropriate to the audience and purpose;

W.6.2.g Formatting, graphics, and multimedia to clarify information presented, if needed;

W.6.2.h Use of credible sources; and

W.6.2.i A concluding statement or section that follows from the information or explanation presented.

W.6.3 Write narratives that develop real or imagined sequenced events that include:

W.6.3.a An introduction to engage and orient the reader that establishes context and introduces a narrator and/or characters;

W.6.3.b An organized event sequence;

W.6.3.c Dialogue, pacing, and description to develop experiences, events, and/or characters;

W.6.3.d A variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

W.6.3.e Precise language, relevant descriptive details, and sensory language; and

W.6.3.f A conclusion that follows from the narrated experiences or events.

W.6.4 Produce clear and coherent writing, in which the development and organization are appropriate to task, purpose, and audience.

W.6.5 With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions, using feedback from adults or peers.

W.6.6 Use a variety of digital skills and tools to produce and publish writing.

W.6.7 Conduct independent research projects to answer a question by: