6th Grade 2019-2020 Writing TEKS

Composition: listening, speaking, reading, writing, and thinking using multiple texts


6.2(B) use context  such as definition,  analogy, and  examples to clarify  the meaning of  words (R)



6.6  Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

6.6(B) write responses that  demonstrate understanding  of texts, including  comparing sources within  and across genres

6.6(C) use text  evidence to  support an  appropriate  response

6.6(D) paraphrase  and summarize texts  in ways that  maintain meaning  and logical order (R)

6.6(F) respond  using newly  acquired  vocabulary as  appropriate

6.6(G) discuss  and write about  the explicit or  implicit  meanings of text

6.6(H) respond orally  or in writing with  appropriate register,  vocabulary, tone,  and voice


6.9   analyze the  authors’ choices  and how they  influence  meaning; apply author’s craft  purposefully in  writing and  speaking


6.9(E) identify the use of  literary devices, including  omniscient and limited point  of view, to achieve a specific  purpose (S)

6.9(B) analyze how the use of  text structure contributes to  the author’s purpose’

6.9(C) analyze the author’s use  of print and graphic features  to achieve specific purposes

6.9(D) describe how the  author’s use of figurative  language such as metaphor  and personification achieves  specific purposes (S)

6.9(F) analyze how the  author’s use of language  contributes to mood and voice

6.9(G) explain the differences  between rhetorical devices  and logical fallacies


6.10   Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.


6.10(A)   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

6.10(B)   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

6.10(C)   revise drafts for clarity, development, organization, style, word choice, and sentence variety

6.10(D)   edit drafts using standard English 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 relative

(vi)   subordinating conjunctions to form complex sentences and correlative conjunctions

such as either/or and neither/nor

(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 such as its/it’s, affect/effect,

there/their/they’re, and to/two/too

6.10(E)   publish written work for appropriate audiences



6.11   Genres. The student uses genre characteristics and craft to compose multiple

texts that are meaningful.

6.11(A)   compose literary texts such as  personal narratives, fiction, and  poetry using

genre characteristics  and craft

6.11(B)   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

6.11(C)  compose multi‐paragraph  argumentative texts using genre  characteristics and craft

6.11(D)  compose correspondence that  reflects an opinion, registers a  complaint, or requests

information  in a business or friendly structure

RESEARCH (embedded skills throughout Reading and Writing)

6.12   Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts.

The student engages in both short‐term and sustained recursive inquiry processes for a variety of purposes.

(Instructional Focus)

6.12(A)   generate student‐selected and teacher guided

questions for formal and informal inquiry

6.12(B)   develop and revise a plan

6.12(C)  refine the major research question, if necessary, guided by the answers to a secondary set of questions

6.12(D)   identify and gather relevant information from a variety of sources

6.12(E)   differentiate between primary and secondary sources

6.12(F)   synthesize information from a variety of sources

6.12(G)   differentiate between paraphrasing and plagiarism when using source materials

6.12(H)   examine sources for:

(i)  reliability, credibility, and bias

(ii)  faulty reasoning such as hyperbole, emotional appeals, and stereotype

6.12(I)   display academic citations and use source materials ethically

6.12(J)  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results


6.12   use research skills to plan and  present in written, oral, or  multimodal formats



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