6th Grade ELA: What You Need to Know Before You Teach It
Get up to speed on reading comprehension theory, writing instruction frameworks, grammar concepts, and literary analysis before teaching ELA.
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ELA instruction is built on a few foundational ideas: reading comprehension is a skill that can be explicitly taught, writing is a process (not an event), grammar is best learned in context, and vocabulary is the single strongest predictor of reading success. Strong ELA teachers know the research behind these ideas and use it to make instructional decisions.
Core ELA Concepts to Understand
Reading Comprehension
What it is: Comprehension is not a single skill but a constellation of interrelated skills: vocabulary, background knowledge, text structure awareness, inference-making, self-monitoring, and summarization. The Simple View of Reading (Reading = Decoding × Language Comprehension) is the best one-sentence model.
Why it matters: Comprehension cannot be taught as a generic strategy divorced from content. Students understand texts about topics they know about. Building knowledge in science and social studies is reading instruction.
How to teach it: Explicit strategy instruction (what it is, how to do it, when to use it), then guided practice, then independent application. Always apply strategies to real texts, not worksheets. Build background knowledge before reading difficult texts.
Writing as a Process
What it is: Strong writing instruction treats writing as a recursive process of planning, drafting, revising, and editing — not a linear event. Revision (re-seeing ideas) is distinct from editing (fixing surface errors).
Why it matters: Students who view writing as one-pass produce weak drafts and resist feedback. The writing process framework teaches students that good writing is rewritten writing, which is the foundational belief of every good writer.
How to teach it: Model each phase: think aloud through prewriting, draft messily in front of students, revise a projected draft visibly, distinguish revision choices from editing fixes. Assign separate process stages with separate feedback.
Vocabulary Instruction
What it is: Vocabulary is best developed through wide reading, rich discussion, and deliberate instruction of Tier 2 words (precise, academic, cross-domain: 'analyze,' 'perspective,' 'contrast') rather than Tier 1 (basic, everyday) or Tier 3 (domain-specific technical terms).
Why it matters: Vocabulary knowledge is the strongest predictor of reading comprehension. Students who encounter words in multiple contexts in meaningful text retain them; students who memorize definitions for tests typically don't.
How to teach it: Select 5–8 high-value words per unit (Tier 2). Teach deeply: definition, examples, non-examples, usage in context, and repeated encounters across reading, writing, and discussion. Word walls are best when used actively.
Text Structure
What it is: Informational texts follow patterns (cause-effect, compare-contrast, problem-solution, sequence, description) that readers can use as a comprehension framework. Literary texts follow narrative structure (exposition, rising action, climax, falling action, resolution).
Why it matters: Students who recognize text structure read faster and remember more. Text structure knowledge helps writers organize their own work. Students who don't know text structure treat every text as a list of facts.
How to teach it: Signal word charts (therefore, in contrast, as a result, for example) linked to each structure type. Have students diagram the structure of texts they're reading. Assign writing in each structure type explicitly.
Vocabulary You Should Know
- Inference, cite, claim, evidence, analysis, theme, central idea
- Narrative, informational, argumentative, explanatory text types
- Tone, mood, point of view, perspective, voice
- Plot structure: exposition, rising action, climax, falling action, resolution
- Characterization (direct and indirect), conflict (internal and external)
- Figurative language: metaphor, simile, personification, alliteration, hyperbole
Common Student Errors to Anticipate
- ⚠Stating the topic instead of the main idea
- ⚠Summarizing instead of analyzing
- ⚠Using text evidence without explanation
- ⚠Confusing the author's tone with the subject of the text
- ⚠Treating all fiction as plot summary rather than examining theme
- ⚠Confusing first-person narrator reliability with author intent
Background Knowledge You Need
Know the difference between decoding, fluency, and comprehension — and which interventions target which
Be familiar with the argument structure (claim, evidence, reasoning) — you'll use it in both reading analysis and writing instruction
Understand Bloom's Taxonomy levels: knowledge, comprehension, application, analysis, synthesis, evaluation
Know the grade-level reading and writing standards and how they build year over year
Teaching Tips
Read the texts yourself before assigning them — not for plot but for what the text demands of readers and where students will struggle
ELA is more sensitive to prior knowledge than any other subject — always assess and build background before complex texts
Model thinking aloud more than students expect — your mental process is the lesson, not just the product
Grammar taught in isolation rarely transfers; grammar taught in the context of the student's own writing sticks
Frequently Asked Questions
How much reading should I do to prepare for teaching ELA?
Read at least part of every text you assign. Knowing the text lets you anticipate difficulty, choose discussion questions that have real traction, and notice what's interesting.
What's the best way to teach grammar?
Teach grammar from real mentor texts, connect it to student writing, and focus on patterns rather than rules. Students who study grammar in the context of good writing apply it better than students who complete isolated drills.
How do I help students who are significantly below grade level in reading?
Address decoding first (if needed), then fluency, then comprehension strategies. Provide grade-level read-alouds alongside accessible independent reading texts — students can access grade-level ideas even if they can't yet decode grade-level text independently.
What's the difference between a reading skill and a reading strategy?
A skill is what proficient readers do automatically (make inferences). A strategy is a conscious technique taught to help students develop that skill (stop and ask: what do I know + what does the text say?). Skills are the goal; strategies are the scaffolding.
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