Grade 6
Texas Essential Knowledge and Skills (TEKS) · TEKS 2017
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language (1)
Listen actively to interpret a message, ask clarifying questions, and respond appropriately.
Follow and give oral instructions that include multiple action steps.
Give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
Participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing (2)
Demonstrate and apply phonetic knowledge by:: (i) Differentiating between commonly confused terms such as porque/porqué/por qué/por que, asimismo (adverbio)/así mismo (de la misma manera), sino/si no, and también/tan bien. (ii) Decoding palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the last, penultimate, and antepenultimate syllable and words with the stress on the syllable before the antepenultimate). (iii) Decoding words with hiatus and diphthongs. (iv) Using knowledge of syllable division patterns and morphemes to decode multisyllabic words.
Demonstrate and apply spelling knowledge by:: (i) Spelling palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the antepenultimate, penultimate, and ultimate/last syllable and words with the stress on the syllable before the antepenultimate). (ii) Marking accents appropriately when conjugating verbs in simple and imperfect past, perfect conditional, and future tenses. (iii) Spelling words with diphthongs and hiatus.
Write legibly in cursive. August 2019 Update Page 3 §128.B. Middle School.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary (3)
Use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech.
Use context such as definition, analogy, and examples to clarify the meaning of words.
Determine the meaning and usage of grade-level academic Spanish words derived from Greek and Latin roots, including metro-, grafo-, scrib-, and port-.
Differentiate between and use homographs, homophones, and commonly confused terms such as porque/porqué/por qué/por que, sino/si no, and también/tan bien.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency (4)
Adjust fluency when reading grade-level text based on the reading purpose.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading (5)
Self-select text and read independently for a sustained period of time.
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts (6)
Establish purpose for reading assigned and self-selected text.
Generate questions about text before, during, and after reading to deepen understanding and gain information.
Make and correct or confirm predictions using text features, characteristics of genre, and structures.
Create mental images to deepen understanding.
Make connections to personal experiences, ideas in other texts, and society.
Make inferences and use evidence to support understanding.
Evaluate details read to determine key ideas.
Synthesize information to create new understanding.
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Response skills: listening, speaking, reading, writing, and thinking using multiple texts (7)
Describe personal connections to a variety of sources, including self-selected texts.
Write responses that demonstrate understanding of texts, including comparing sources within and across genres.
Use text evidence to support an appropriate response.
Paraphrase and summarize texts in ways that maintain meaning and logical order.
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
Respond using newly acquired vocabulary as appropriate.
Discuss and write about the explicit or implicit meanings of text; Page 4 August 2019 Update.
Respond orally or in writing with appropriate register, vocabulary, tone, and voice.
Reflect on and adjust responses as new evidence is presented.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements (8)
Infer multiple themes within and across texts using text evidence.
Analyze how the characters' internal and external responses develop the plot.
Analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback.
Analyze how the setting, including historical and cultural settings, influences character and plot development.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres (9)
Demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths.
Analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms.
Analyze how playwrights develop characters through dialogue and staging.
Analyze characteristics and structural elements of informational text, including:: (i) The controlling idea or thesis with supporting evidence. (ii) Features such as introduction, foreword, preface, references, or acknowledgements to gain background information. (iii) Organizational patterns such as definition, classification, advantage, and disadvantage.
Analyze characteristics and structures of argumentative text by:: (i) Identifying the claim. (ii) Explaining how the author uses various types of evidence to support the argument. (iii) Identifying the intended audience or reader.
Analyze characteristics of multimodal and digital texts.
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts (10)
Explain the author's purpose and message within a text.
Analyze how the use of text structure contributes to the author's purpose.
Analyze the author's use of print and graphic features to achieve specific purposes.
Describe how the author's use of figurative language such as metaphor and personification achieves specific purposes; August 2019 Update Page 5 §128.B. Middle School.
Identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose.
Analyze how the author's use of language contributes to mood and voice.
Explain the differences between rhetorical devices and logical fallacies.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process (11)
Plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests.
Develop drafts into a focused, structured, and coherent piece of writing by:: (i) Organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion. (ii) Developing an engaging idea reflecting depth of thought with specific facts and details.
Revise drafts for clarity, development, organization, style, word choice, and sentence variety.
Edit drafts using standard Spanish conventions, including:: (i) Complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments. (ii) Consistent, appropriate use of verb tenses. (iii) Conjunctive adverbs. (iv) Prepositions and prepositional phrases and their influence on subject-verb agreement. (v) Pronouns, including personal, possessive, objective, reflexive, prepositional, indefinite, and relative. (vi) Subordinating conjunctions to form complex sentences and correlative conjunctions. (vii) Capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations. (viii) Punctuation marks, including commas in complex sentences, transitions, and introductory elements. (ix) Correct spelling, including commonly confused terms.
Publish written work for appropriate audiences.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres (12)
Compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft.
Compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft.
Compose multi-paragraph argumentative texts using genre characteristics and craft; and Page 6 August 2019 Update.
Compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts (13)
Generate student-selected and teacher-guided questions for formal and informal inquiry.
Develop and revise a plan.
Refine the major research question, if necessary, guided by the answers to a secondary set of questions.
Identify and gather relevant information from a variety of sources.
Differentiate between primary and secondary sources.
Synthesize information from a variety of sources.
Differentiate between paraphrasing and plagiarism when using source materials.
Examine sources for:: (i) Reliability, credibility, and bias. (ii) Faulty reasoning such as hyperbole, emotional appeals, and stereotype.
Display academic citations and use source materials ethically.
Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.