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LANGUAGE ARTS
SIXTH GRADE CURRICULUM
2006-2007
LANGUAGE ARTS OBJECTIVES GRADE 6
NOTE: Items in boldfaced type will be on the CRT. All other items will be teacher
evaluated.
 CRT and teacher evaluation
o Teacher evaluation
LANGUAGE OBJECTIVES
STANDARD I: The student will recognize correct grammar and usage.
1.11
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Identify correct noun forms.
Common
Proper
Singular
Plural
Possessive
Nouns ending in ch, sh, z, and y
Words ending in y
1.21
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Identify correct verb forms.
Regular forms
Tenses (Present, past, and future)
Irregular forms (Tenses: Present, past, and past participle)
o Burst
o Cost
o Cut
o Hit
o Hurt
o Let
o Put
o Set
o Shut
o Number
o Bite
o Break
o Choose
o Freeze
o Get
o Lie
o Speak
o Steal
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1.31
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o Tear
o Wear
Action
Linking
Main
Helping
Verb phrase
Recognize subject-verb agreement.
Singular and plural subjects, including compound subjects. (Note: Compound
subjects will include those joined by “or,” with the second element singular or
plural.)
Compound in form, singular in meanings.
Plural in form, singular in meaning.
Regular order.
1.41
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Recognize pronoun-antecedent agreement in number and gender.
Pronoun-antecedent agreement
1.61
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Identify correct pronoun case.
Subject (Nominative)
Object (Objective)
Possessive
Personal
Contractions
1.81
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Identify and use modifiers correctly.
Adjectives: How many, which one, and what kind.
Adverbs: How, when, and where.
Degrees
Prepositional phrases as modifiers
1.91
Identify correct usage of commonly confused words. (Grade level
appropriate - See list).
Words that sound alike but have different meanings.
Words that are frequently confused although not pronounced alike.
Words that are commonly misused.
 its / it’s
 there / their / they ‘re
 your / you’re
 can / may
 to / too / two
 bring / take
 learn / teach
 rise / raise
 stationary / stationery
 whose / who’s
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STANDARD II: The student will demonstrate appropriate word choice.
2.11
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Use words that create clarity, precision, and vivid description.
Action verbs, not linking verbs.
Specific terms, not general or vague.
Clear, precise, vivid language.
2.21
Use formal and informal language appropriately.
STANDARD III: The student will recognize correct sentence structure.
3.11
Correct run-on sentences and sentence fragments (Omit comma splices).
STANDARD IV: The student will use correct capitalization.
4.1
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Demonstrate correct use of capitalization.
First word in a sentence
Proper nouns and adjectives
Titles of people
Months of year and days of week
Names of holidays
Pronoun I
Regions of country (not directions)
First word in a quote
Titles of books and works of art
4.21
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Demonstrate correct use of commas.
To set off appositives
Before coordinate conjunction in compound sentence
With items in a series
In dates, letters, and addresses
In nouns of direct address
With direct quotations
4.31
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Demonstrate correct use of colon (Omit semicolon).
Greeting with a business letter
With a list
With time
4.41 Demonstrate correct use of quotation marks (Omit underlining).
o Direct quote
o Set off titles of short works (book chapters, short stories, etc.)
4.51 Demonstrate correct use of apostrophe.
 With contractions
 With possessives (singular and plural)
STANDARD V: The student will use appropriate organizational skills for
writing and revising.
5.11
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Demonstrate logical progression and completeness of paragraphs.
Introductory sentences.
Concluding sentences.
Sequence of events or details.
Transitional words.
The following are additional items not included on the Alabama High
School Graduation Exit Exam but will be tested on the CRT:
The student will know and apply principles of grammar and usage in writing,
speaking, and presenting and apply mechanics in writing.
1. Four types of sentences: Declarative, imperative, interrogative, and
exclamatory sentences. (Note: Include end marks.)
2.
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Sentence Structure:
Simple sentence
Simple and compound subject
Complete subject
Simple and compound predicate
Complete predicate
3. Conjunctions: and, but, or, and nor.
4.
Interjections
The following additional Alabama Course of Study Content Standards
are mandated by the State of Alabama but are not tested by CRT or
AHSGE. They may appear on the Stanford Achievement Test, the
Alabama Direct Assessment of Writing, or may be Teacher Evaluated .
Students are expected to demonstrate mastery of the following
standards:
1. Exhibit proficiency in the use of the writing process in four modes of writing.
Writing Process
o Prewriting
o Drafting
o Revising
o Editing
o Publishing
Four Modes of Writing
o Narrative
o Descriptive
o Expository
o Persuasive
2. Use study processes to manage information.
Examples:
Taking notes; summarizing; organizing, questioning, and restating
information.
3. Introduce the research process.
o Locating and using multiple sources.
o Summarizing and outlining.
o Fulfilling a variety of purposes.
o Biographies
o Science and social studies reports.
o Documentation
o Document within report for books and magazines.
4. Respond with understanding and empathy to information read, viewed, and heard.
5. Know and apply principles of grammar and usage in writing, speaking, and presenting
and apply mechanics in writing.
o Capitalization
o Parts of a letter
o Grammar, usage, and spelling
o Adverbs (How, when, and where)
o Prepositions
o Compound Sentences
o Special usage problems
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Examples: Double negative, homonym confusion
6. Compose writing samples using recognized literature as models.
7. Use self-monitoring and feedback from peers and teachers to evaluate reading, writing,
listening, viewing, studying, and research skills.
Examples: portfolios, journals, rubrics, student checklists
8. Compose and present in many ways using different techniques for various audiences
and occasions, both formal and informal.
Examples: speeches, poems, social notes, forms, spontaneous response
writing, readers’ theater, choral speaking, and oral interpretation
9. Apply strategies appropriate to the type of material, including setting purposes for
reading and making generalizations, to comprehend sixth-grade literary/recreational
materials.
o Using prior knowledge
o Setting purposes for reading
o Interpreting author’s meaning
o Confirming the author’s message
o Making generalizations
o Interpreting characters’ behaviors
10. Apply strategies to comprehend textual/informational and functional materials.
o Using prior knowledge
o Setting purposes for reading
o Interpreting author’s meaning
o Confirming the author’s message
o Making generalizations
11. Distinguish among the major genres and sub-genres.
o Major genres
o Poetry
o Short stories
o Novels
o Plays
o Biographies
o Autobiographies
o Sub-genres
o Folktales
o Myths
o Parables
o Fables
o Science Fiction
12. Recognize the use of textual elements, including main idea and supporting details, and
gain information from various texts formats, including graphs.
13. Use available computer technology to enhance reading and writing skills.
Examples:
Word Processing programs
Multi-media presentations
Internet
Media sources
Interactive reading and writing programs
14. Identify ways the power of language evokes emotion; expands thinking; and influences
problem solving, decision-making, and action.
15. Demonstrate effective listening and speaking behaviors for varied situations and
purposes.
o Interpersonal situations
Examples: Taking turns, asking questions, adjusting proximity to other person
o Group discussions
Examples: taking turns, asking questions, noting facial expressions, attending to
speakers
o Public speaking
Examples: audience awareness, posture, gestures
16. Appreciate the characteristics, literary elements, and cultural influences of literary
works representative of various eras.
Examples:
Reading books and plays, listening to presentations, participating
in productions, viewing movie and television productions
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Identify writing and speaking styles that incorporate dialects, idioms, and intonation
patterns.
18. Develop general listening behaviors for different purposes and situations.
o Comprehending messages
o Understanding literal meaning of words
o Remembering significant details accurately
o Remembering directions or sequences
o Paraphrasing spoken messages
19. Select and indicate preference for sources of information.
Examples: magazines, Internet, videotapes, how-to books and videos
20. Express personal feelings, opinions, and information in formal and informal situations.
Examples: conversations, written communications, interviews, public speaking.