Our Current Unit

We are currently reviewing for the CRCT.  We are focusing our review on grammar, sentence structure, and literature.

Our current unit addresses the following 6th Grade Georgia English Language Arts Performance Standards:


ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
i. Identifies and uses nouns – abstract, common, collective, plural, and possessive.
ii. Identifies and uses pronouns – personal, possessive, interrogative, demonstrative, reflexive, and indefinite.
iii. Identifies and uses adjectives – common, proper, and demonstrative.
iv. Identifies and uses verbs – action (transitive/intransitive), linking, and state-of-being.
v. Identifies and uses verb phrases – main verbs and helping verbs.
vi. Identifies and uses adverbs.
vii. Identifies and uses prepositional phrases (preposition, object of the preposition, and any of its modifiers).
viii. Identifies and uses conjunctions – coordinating, correlative, and common subordinating.
ix. Identifies and uses interjections.

b. Recognizes basic parts of a sentence (subject, verb, direct object, indirect object, predicate noun, predicate adjective).
c. Identifies and writes simple, compound, and complex, and compound-complex sentences, avoiding fragments and run-ons.
d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).
e. Uses common spelling rules, applies common spelling patterns, and develops and masters words that are commonly misspelled.
f. Produces final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.


ELA6LSV2
ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:
a. Identifies persuasive and propaganda techniques used in media and identifies false and misleading information.
b. Identifies the tone, mood, and emotion conveyed in the oral communication.

Critical Component: When delivering or responding to presentations, the student:
a. Gives oral presentations or dramatic interpretations for various purposes.
b. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).
c. Uses language for dramatic effect.
d. Uses rubrics as assessment tools.
e. Uses electronic media for presentations.


ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
a. Identifies and analyzes sensory details and figurative language.
b. Identifies and analyzes the author’s use of dialogue and description.
c. Relates a literary work to historical events of the period.
d.Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.
e. Identifies and analyzes the elements of setting, characterization, plot, and the resolution of the conflict of a story or play:
i. internal/external conflicts
ii. character conflicts, characters vs. nature, characters vs. society
iii. antagonist/protagonist.

f. Identifies the speaker and recognizes the difference between first- and thirdperson narration.
g. Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme.
h. Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature:
i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme)
ii. Figurative language (i.e., simile, metaphor, hyperbole, personification)
iii. Graphics (i.e., capital letters, line length, bold face print, italics).

i. Compares traditional literature and mythology from different cultures.
j. Identifies and analyzes similarities and differences in mythologies from different cultures.

Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:
a. Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index).
b. Applies knowledge of common graphic features (i.e., graphic organizers, diagrams, captions, illustrations, charts, tables, graphs).
c. Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes).
d. Identifies and analyzes main ideas, supporting ideas, and supporting details.
e. Follows multi-step instructions to complete or create a simple product.
ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

a. Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues.
b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.
c. Identifies and interprets words with multiple meanings.
d.Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words.
ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student

a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).



ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student

a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELA6W2 The student demonstrates competence in a variety of genres.

Critical ComponentThe student produces technical writing (friendly letters, thank-you notes, formula poems, instructions).
a. Creates or follows an organizing structure appropriate to purpose, audience, and context.
b. Excludes extraneous and inappropriate information.
c. Follows an organizational pattern appropriate to the type of composition.
d. Applies rules of Standard English.

Critical Component: The student produces a response to literature that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
b. Demonstrates an understanding of the literary work.
c. Advances a judgment that is interpretive, analytic, evaluative, or reflective.
d. Organizes an interpretation around several clear ideas, premises, or images.
e. Supports a judgment through references to the text.
f. Provides a sense of closure to the writing.

ELA6W3 The student uses research and technology to support writing. The student

a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information.
b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).
c. Cites references.

ELA6W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The student

a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.
c. Edits to correct errors in spelling, punctuation, etc.