Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.1.1.3

Depth 2

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

6.1.2.1

Depth 2

Determine the meaning of signs and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific sign choice on meaning and tone.

6.1.2.2

Depth 2

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6.1.2.3

Depth 2

Explain how an author develops the point of view of the narrator or signer in a text.

6.1.3.1

Depth 2

Compare and contrast the experience of viewing a story, drama, or poem to viewing a video or live version of the text, including contrasting what they “see” when they view the text to what they perceive when they attend or watch.

6.1.3.2

Depth 2

(Not applicable to literature.)

6.1.3.3

Depth 2

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

6.1.4.1

Depth 2

By the end of the year, view and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6.2.1.1

Depth 2

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.2.1.2

Depth 2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.2.1.3

Depth 2

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

6.2.2.1

Depth 2

Determine the meaning of signs and phrases as they are used in a text, including figurative, connotative, and technical meanings choice on meaning and tone.

6.2.2.2

Depth 2

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

6.2.2.3

Depth 2

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

6.2.3.1

Depth 2

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in signs to develop a coherent understanding of a topic or issue.

6.2.3.2

Depth 2

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.2.3.3

Depth 2

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir signed by and a biography on the same person).

6.2.4.1

Depth 2

By the end of the year, view and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6.4.1.1

Depth 2

Sign arguments to support claims with clear reasons and relevant evidence.

6.4.1.2

Depth 2

Sign informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

6.4.1.3

Depth 2

Sign narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

6.4.2.1

Depth 2

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

6.4.2.2

Depth 2

With some guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach. (Editing for structure should demonstrate command of Language standards 1-3.)

6.4.2.3

Depth 2

Use technology, including the Internet, to produce and publish signing as well as to interact and collaborate with others; demonstrate sufficient command of video editing skills to compose a minimum of four minutes of video)

6.4.3.1

Depth 2

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6.4.3.2

Depth 2

Gather relevant information from multiple published and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.4.3.3

Depth 2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

6.4.4.1

Depth 2

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

6.5.1.1

Depth 2

Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6.5.1.2

Depth 2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively) and explain how it contributes to a topic, text, or issue under study.

6.5.1.3

Depth 2

Delineate a signer’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.5.2.1

Depth 2

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, appropriate signing space, and clear production.

6.5.2.2

Depth 2

Include multimedia components (e.g., graphics, images) and visual displays in presentations to clarify information.

6.5.2.3

Depth 2

Adapt signs to a variety of contexts and tasks, demonstrating command of formal ASL when indicated or appropriate. (See grade 6 Language for specific expectations.)

6.6.1.1

Depth 2

Demonstrate command of the standard ASL grammar and usage when signing (live and published).

6.6.2.1

Depth 2

Use knowledge of language and its structure when signing and viewing (live and published).

6.6.3.1

Depth 2

Determine or clarify the meaning of unknown and multiplemeaning signs, fingerspelled words, spatial use, and phrases based on grade 6 viewing and content, choosing flexibly from a range of strategies.

6.6.3.2

Depth 2

Demonstrate understanding of figurative language, sign relationships, and nuances in sign meanings

6.6.3.3

Depth 2

Acquire and use accurately grade-appropriate general academic and domain-specific signs, fingerspelled words, and phrases; gather vocabulary knowledge when considering signs, fingerspelled words, or phrases important to comprehension or expression.

6.7.1.1

Depth 2

Understand that fingerspelling is used for various purposes, formally and informally.

6.7.2.1

Depth 2

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words.

6.7.3.1

Depth 2

Know and apply grade-level parameters and sign analysis skills in decoding signs both in isolation and in context.

6.4.1.1.a

Depth 3

Introduce claim(s) and organize the reasons and evidence clearly.

6.4.1.1.b

Depth 3

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

6.4.1.1.c

Depth 3

Use words, phrases, depiction, and clauses (e.g., RELATE; PARALLEL-TO; ALIKE; SAME+IDEA) to clarify the relationships among claim(s) and reasons.

6.4.1.1.d

Depth 3

Provide a concluding statement or section that follows from the argument presented.

6.4.1.1.e

Depth 3

Establish and maintain a formal style.

6.4.1.2.a

Depth 3

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

6.4.1.2.b

Depth 3

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

6.4.1.2.c

Depth 3

Use appropriate transitions to clarify the relationships among ideas and concepts.

6.4.1.2.d

Depth 3

Use precise language and domain-specific vocabulary to inform about or explain the topic.

6.4.1.2.e

Depth 3

Provide a concluding statement or section that follows from the information or explanation presented.

6.4.1.2.f

Depth 3

Establish and maintain a formal style.

6.4.1.3.a

Depth 3

Engage and orient the viewer by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

6.4.1.3.b

Depth 3

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

6.4.1.3.c

Depth 3

Use a variety of transition signs, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Provide a sense of closure.

6.4.1.3.d

Depth 3

Use precise signs, depiction, and phrases, relevant descriptive details, and sensory language to convey experiences and events.

6.4.1.3.e

Depth 3

Provide a conclusion that follows from the narrated experiences or events.

6.4.3.3.a

Depth 3

Apply grade 6 Viewing standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics.”).

6.4.3.3.b

Depth 3

Apply grade 6 Viewing standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.”)

6.5.1.1.a

Depth 3

Come to discussions prepared, having viewed or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

6.5.1.1.b

Depth 3

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

6.5.1.1.c

Depth 3

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

6.5.1.1.d

Depth 3

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

6.6.2.1.a

Depth 3

Vary sentence patterns for meaning, viewer interest, and style.

6.6.2.1.b

Depth 3

Recognize variations from standard ASL in their own and others’ signing and identify and use strategies to improve expression in conventional language.

6.6.3.1.a

Depth 3

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a sign, fingerspelled word, classifier, or phrase.

6.6.3.1.b

Depth 3

Consult general and specialized reference materials (e.g., general dictionaries and content-specific references), both print and digital, to determine and clarify its meaning.

6.6.3.1.c

Depth 3

Verify the meaning of a sign, depiction, or phrase (e.g., by checking the inferred meaning in context or other accessible resource).

6.6.3.2.a

Depth 3

Interpret figurative language in context (e.g., personification, allusions, irony, and puns).

6.6.3.2.b

Depth 3

Use relationships between particular concepts/signs (e.g., cause/effect, part/whole, item/category, synonym/antonym, analogy) to better understand each sign.

6.6.3.2.c

Depth 3

Distinguish among connotations (associations) of signs with similar denotations (definitions) (e.g., POLITE, WITHMANNERS, FORMAL, DIPLOMATIC).

6.7.1.1.a

Depth 3

Use fingerspelled words for emphasis though pacing, chunking, and/or spatial (e.g., comparing and contrasting two ideas using two different spaces R-I-C-H in upper right corner with P-O-O-R and use that as an established reference).

6.7.1.1.b

Depth 3

Use fingerspelled words when there are no sign equivalents.

6.7.2.1.a

Depth 3

Connect initialized forms and alphabet letters to their equivalent in English.

6.7.3.1.a

Depth 3

Use signs compounded with signs and lexicalized fingerspelling.

6.7.3.1.b

Depth 3

Recognize that some words are fingerspelled due to domain-specific definition.