Grade 6: Part of the Tested Curriculum as Identified by TEA Source: Margret Kilgo Obj. Strand SE Main Concept Cognitive Content (A) determine the meaning of grade-level academic English 6.2A words derived from Latin, Greek, or other linguistic roots and affixes Reading/Vocabulary Development (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify 6.2B the meaning of unfamiliar or multiple meaning words (A) summarize the elements of plot development (e.g., Reading /Comprehension of 1 6.6A rising action, turning point, climax, falling action, Literary Text/Fiction denouement) in various works of fiction Reading/Comprehension of (A) summarize the main ideas and supporting details in text, 6.10A demonstrating an understanding that a summary does not Informational Text/Expository Text include opinions (E) summarize, paraphrase, and synthesize texts in ways that Fig. 19 maintain meaning and logical order within a text and across Metacognitive Skills Figure 19 (E) texts Obj. Strand SE Main Concept Cognitive Content Students understand, make inferences and draw conclusions 6.6 about the structure and elements of fiction and provide evidence from text to support their understanding. Reading/Comprehension of (A) summarize the elements of plot development (e.g., rising Literary Text/Fiction 2 6.6A action, turning point, climax, falling action, denouement) in various works of fiction Reading/Comprehension of (A) explain how authors create meaning through stylistic 6.8A elements and figurative language emphasizing the use of Literary Text/Sensory personification, hyperbole, and refrains Language
Grade 6: Part of the Tested Curriculum as Identified by TEA Source: Margret Kilgo Obj. Strand SE Main Concept Cognitive Content 1 Reading/Vocabulary Development 6.2A (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.2B (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words Reading /Comprehension of Literary Text/Fiction 6.6A (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Reading/Comprehension of Informational Text/Expository Text 6.10A (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions Metacognitive Skills Figure 19 Fig. 19 (E) (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts Obj. Strand SE Main Concept Cognitive Content 2 Reading/Comprehension of Literary Text/Fiction 6.6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 6.6A (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Reading/Comprehension of Literary Text/Sensory Language 6.8A (A) explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains
6th__Grade_TAKS_Objectives_New_ELARS.docx