ELA.6.R.4

The broad comprehension standard: understanding a text, and how its language, features and structure make meaning.

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Builds on

Where to go for intervention

ELA.6.R.4

Priority

Students comprehend and interpret texts using a variety of strategies.

  1. a.Preview the text while reflecting on their purposes for reading.
  2. b.Visualize, imagine, and/or otherwise engage the senses to make meaning of the text.
  3. c.Make inferences and predictions, checking them against textual evidence.
  4. d.Maintain motivation and reconnect to the flow of reading using a variety of strategies.
  5. e.Identify author’s purpose and choices about text/visual features that advance the author's purpose and fit within the genre, medium, or platform.
  6. f.Identify literary techniques and their effects.
  7. g.Describe what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.
  8. h.Explain how the author's use of language shapes meaning and affects reader understanding.
  9. i.Explain how authors use text structure to guide readers' understanding and shape meaning.

Common Core: RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.10 RI.6.1 RI.6.7 RI.6.10 SL.6.2

ResourcesWIDAOSPI

WIDA language connections1

Narrate · Interpretivelistening, reading and viewing

ELD-LA.6-8.Narrate.Interpretive · Language for Language Arts, Grades 6-8

Interpret language arts narratives by…

  • Identifying a theme or central idea that develops over the course of a text
  • Analyzing how character attributes and actions develop in relation to events or dialogue
  • Evaluating impact of specific word choices about meaning and tone

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Make and Support Inferences (Literary)
    • Reading (Literary) Target 1, items 1, 3, 7, 10
    • Reading (Literary) Target 4, items 4, 6, 8
  • Text Analysis (Literary)
    • Reading (Literary) Target 5, items 1, 2, 5, 6, 9
    • Reading (Literary) Target 6, items 3, 4, 7, 8, 10
  • Make and Support Inferences (Informational)
    • Reading (Informational) Target 8, items 3, 4, 6, 9
    • Reading (Informational) Target 11, item 7
  • Text Analysis (Informational)
    • Reading (Informational) Target 12, items 2, 5, 6, 7, 10
    • Reading (Informational) Target 13, items 1, 3, 4, 8, 9, 11

On the SBA

PRISM's read

Across both literary and informational blocks: key details, inferences backed by evidence, and how an author's language and structure work.

OSPI's interim connections

  • Make and Support Inferences (Literary)
    • Claim 1: Reading, Target 1: Key Details, items 1, 3, 7, 10
    • Claim 1: Reading, Target 4: Reasoning and Evidence, items 4, 6, 8
  • Text Analysis (Literary)
    • Claim 1: Reading, Target 5: Analysis Within or Across Texts, items 1, 2, 5, 6, 9
    • Claim 1: Reading, Target 6: Text Structures and Features, items 3, 4, 7, 8, 10
  • Make and Support Inferences (Informational)
    • Claim 1: Reading, Target 8: Key Details, items 3, 4, 6, 9
    • Claim 1: Reading, Target 11: Reasoning and Evidence, item 7
  • Text Analysis (Informational)
    • Claim 1: Reading, Target 12: Analysis Within or Across Texts, items 2, 5, 6, 7, 10
    • Claim 1: Reading, Target 13: Text Structures or Text Features, items 1, 3, 4, 8, 9, 11

Smarter Balanced publishes its claims and targets in its content specifications, written to the Common Core. A 2026 standard reaches them through OSPI's crosswalk. Check them before anything official.

Builds to

Where it goes next

Connects to

Taught alongside it, including its supporting standards.

ELA.6.R.3PriorityThe standard says it outright: reading accurately and at a steady rate is there "to support understanding."Students read grade-level texts with accuracy, appropriate rate, and expression to support understanding.ELA.6.R.5PriorityR.4 is understanding what a text says and how. R.5 is explaining what the author's choices do, with evidence, and it leans on R.4.Students analyze texts, introducing and attributing textual evidence when relevant.ELA.6.R.1Text and visual features: part e asks why the author chose them.Students know and use text/visual features.ELA.6.L.4Figurative language and word relationships are what part h asks students to explain.Students demonstrate understanding of figurative language, word relationships, nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.ELA.6.L.3PriorityKnowing what a word means comes before explaining how the author's language shapes meaning.Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, and viewing.

Standards text, priority flags, the Common Core crosswalk and the linked resources are published by the Washington Office of Superintendent of Public Instruction (OSPI). PRISM is an independent tool, not affiliated with or endorsed by OSPI. The Standards for Mathematical Practice text is from the Common Core State Standards.

Check OSPI's documents before anything official. Back to the standards hub