Common Core: 6th Grade English Language Arts : Reading
Study concepts, example questions & explanations for Common Core: 6th Grade English Language Arts
All Common Core: 6th Grade English Language Arts Resources
Example Questions
Example Question #1 : Reading To Understand Structure
Use the following poem to answer related questions.
Mother to Son By Langston Hughes (1922)
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
What is the structure used to organize this piece of poetry?
Limerick
Haiku
Lyrical
Free verse
Free verse
This poem does not make use of rhyming, line counts, word counts, or any pattern. The poem is freeform and does not follow a specific “rule.”
Example Question #7 : Reading To Understand Structure
Use the following poem to answer related questions.
Mother to Son By Langston Hughes (1922)
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
What does the organizational structure add to the poem?
The rhythmic flow helps a reader fall asleep
The rhyme scheme helps the reader to understand its meaning
The free-flowing format allows the poem to sound more authentic
The structure helps the reader follow the events, climax, and denouement in the poem
The free-flowing format allows the poem to sound more authentic
The poem sounds more like a real conversation between a mother and a son because it is not restricted to a line count, word count, repetition, or rhyming. It seems like a dialogue that could take place from a mother to a son so the reader may be able to connect with that in a different way.
Example Question #8 : Reading To Understand Structure
Young Enterprise Services (YES) is a program created to encourage entrepreneurship in 14- to 18-year-olds who have already shown a clear ability for starting businesses. The program started in 2002, has provided loans, grants, and counseling—in the form of workshops and individual meetings with entrepreneurs—to over 7500 young people. The future of YES, however, is now at risk.
One complaint is that the funds that YES distributes have disproportionately gone to young people from low-income families. Though no one has claimed that any of the recipients of YES funds have been undeserving, several families have brought lawsuits claiming that their requests for funding were rejected because of the families’ high levels of income.
Another challenge has been the task of making sure that a young person, not his or her family, is receiving the funding. The rules state that the business plan must be created by the youth and that any profits in excess of $1,000 be placed in a bank account. The rules say that the money can only be used for education, investment in the business, and little else. There have been cases of parents or even a neighbor using the money for their business.
On the other hand, YES has had some real success stories. A 14-year-old girl in Texas used the knowledge and funding she received through the program to connect with a distributor who now carries her line of custom-designed cell phone covers. Two brothers in Alaska have developed an online travel service for young people vacationing with their families. Both of these businesses are doing well and earning money. Unfortunately, these and other successes have received little media coverage. This is a shame, but one that can be fixed.
What text structure is used to organize this passage?
Cause and Effect
Chronological
Problem and Solution
Descriptive
Descriptive
This text is describing the program Young Enterprise Services (YES). The text gives examples of challenges and successes that the program has encountered since inception. It is describing the purpose of the program and some of the rules to qualify.
Example Question #9 : Reading To Understand Structure
Young Enterprise Services (YES) is a program created to encourage entrepreneurship in 14- to 18-year-olds who have already shown a clear ability for starting businesses. The program started in 2002, has provided loans, grants, and counseling—in the form of workshops and individual meetings with entrepreneurs—to over 7500 young people. The future of YES, however, is now at risk.
One complaint is that the funds that YES distributes have disproportionately gone to young people from low-income families. Though no one has claimed that any of the recipients of YES funds have been undeserving, several families have brought lawsuits claiming that their requests for funding were rejected because of the families’ high levels of income.
Another challenge has been the task of making sure that a young person, not his or her family, is receiving the funding. The rules state that the business plan must be created by the youth and that any profits in excess of $1,000 be placed in a bank account. The rules say that the money can only be used for education, investment in the business, and little else. There have been cases of parents or even a neighbor using the money for their business.
On the other hand, YES has had some real success stories. A 14-year-old girl in Texas used the knowledge and funding she received through the program to connect with a distributor who now carries her line of custom-designed cell phone covers. Two brothers in Alaska have developed an online travel service for young people vacationing with their families. Both of these businesses are doing well and earning money. Unfortunately, these and other successes have received little media coverage. This is a shame, but one that can be fixed.
How do individual sections contribute to the whole text?
Each section contributes to the text by describing a different part. First, an introduction to the purpose of the program, then the paragraphs state the challenges faced, and finally the successes the program has seen.
Each section moves in sequential order. The passage begins when the program started and moves through to the current time.
Individual sections contribute to the whole text by first describing the problem the program is facing and then later a separate section provides the solution.
Individual sections of text are their own structure and do not contribute to the whole text.
Each section contributes to the text by describing a different part. First, an introduction to the purpose of the program, then the paragraphs state the challenges faced, and finally the successes the program has seen.
The passage is written in a descriptive structure and each section of the text describes something individually that builds understanding for the entire passage.
Example Question #10 : Reading To Understand Structure
Nearly all the workers of the Lowell textile mills of Massachusetts were unmarried daughters from farm families. Some of the workers were as young as 10. Many people in the 1820s were upset by the idea of working females. The company provided well-kept dormitories for the women to live in. The meals were decent and church attendance was mandatory. Compared to other factories of the time, the Lowell mills were clean and safe. There was even a journal, The Lowell Offering, which contained poems and other material written by the workers, and which became known beyond New England. Ironically, it was at the Lowell mills that dissatisfaction with working conditions brought about the first organization of working women.
The work was difficult. When wages were cut, the workers organized the Factory Girls Association. 15,000 women decided to “turn out,” or walk off the job. The Offering, meant as a pleasant creative outlet, gave the women a voice that could be heard elsewhere in the country, and even in Europe. However, the ability of women to demand changes was limited. The women could not go for long without wages with which to support themselves and families. This same limitation hampered the effectiveness of the Lowell Female Labor Reform Association (LFLRA), organized in 1844.
No specific changes can be directly credited to the Lowell workers, but their legacy is unquestionable. The LFLRA’s founder, Sarah Bagley, became a national figure, speaking before the Massachusetts House of Representatives. When the New England Labor Reform League was formed, three of the eight board members were women. Other mill workers took note of the Lowell strikes and were successful in getting better pay, shorter hours, and safer working conditions. Even some existing child labor laws can be traced back to efforts first set in motion by the Lowell mills women.
What text structure is used to organize this passage?
Descriptive
Chronological
Cause and Effect
Problem and Solution
Problem and Solution
This text is organized using a problem and solution structure. The author introduces readers to the Lowell mill workers and outlines the problems and challenges the women face. The author continues on to explain how they attempted to solve the problem by forming together, walking off the job, and how their movement made long-lasting labor law changes. As readers, we are introduced to a problem and a solution or path to a solution was explained.
Example Question #11 : Reading To Understand Structure
Nearly all the workers of the Lowell textile mills of Massachusetts were unmarried daughters from farm families. Some of the workers were as young as 10. Many people in the 1820s were upset by the idea of working females. The company provided well-kept dormitories for the women to live in. The meals were decent and church attendance was mandatory. Compared to other factories of the time, the Lowell mills were clean and safe. There was even a journal, The Lowell Offering, which contained poems and other material written by the workers, and which became known beyond New England. Ironically, it was at the Lowell mills that dissatisfaction with working conditions brought about the first organization of working women.
The work was difficult. When wages were cut, the workers organized the Factory Girls Association. 15,000 women decided to “turn out,” or walk off the job. The Offering, meant as a pleasant creative outlet, gave the women a voice that could be heard elsewhere in the country, and even in Europe. However, the ability of women to demand changes was limited. The women could not go for long without wages with which to support themselves and families. This same limitation hampered the effectiveness of the Lowell Female Labor Reform Association (LFLRA), organized in 1844.
No specific changes can be directly credited to the Lowell workers, but their legacy is unquestionable. The LFLRA’s founder, Sarah Bagley, became a national figure, speaking before the Massachusetts House of Representatives. When the New England Labor Reform League was formed, three of the eight board members were women. Other mill workers took note of the Lowell strikes and were successful in getting better pay, shorter hours, and safer working conditions. Even some existing child labor laws can be traced back to efforts first set in motion by the Lowell mills women.
What does the organizational structure add to the passage?
The organizational structure allows readers to understand the background information and the struggles of the Lowell mill women and how they attempted to remedy the situation.
The organizational structure gives readers information on the cause of the Lowell mills problems and the effect it had on the company.
The organizational structure allows readers to see a detailed description of the Lowell mills women’s movement through a sequential listing of events throughout time.
The organizational structure allows readers to learn more about the Lowell mills women through the use of comparison and contrast to other groups of mill workers.
The organizational structure allows readers to understand the background information and the struggles of the Lowell mill women and how they attempted to remedy the situation.
This text is organized with a problem and solution text structure. Readers are given background information about what started the movement, the problems the women faced, how they attempted to solve the problem, and finally the results of their efforts.
Example Question #12 : Reading To Understand Structure
Archaeologists working in two recently discovered limestone caves in Sarawak, Malaysia have found a collection of 51 paintings estimated to be 6,000 to 12,000 years old. The paintings are unusual in their medium, manner of display, and subject matter. These are not simply wall or ceiling paintings. Stones—some as small as notebooks, some as large as doors—have been chipped and otherwise shaped to form rough canvases on which are painted individual works.
Some of the pieces are stacked, while others are arranged upright in an overlapping pattern so that one can “flip through” the smaller pieces in the collection with relative ease. Hunters, warriors, and hunted animals, the typical subjects of cave art, are largely absent from these works. Instead, domestic scenes are represented, including food preparations, family meals, and recreational activities.
Though no tools have been found in the area, the fineness of the lines suggests the use of sophisticated animal-hair brushes. Gypsum, manganese, malachite, and other minerals were painstakingly ground and mixed with binding materials such as vegetable and animal oils to form the paints. One probable reason for the high level of artistry is that the paintings may have been produced in the open air, where the light was good, and then brought into the cave.
However, it is the purpose of the paintings that is the most curious. Most interesting, it may be that the collection represents a sort of family tree. A number of the paintings appear to feature some of the same people, and it is tempting to think of these works as family portraits. Indeed, one figure, seen as a child with a mark on its forehead—the stone has actually been chipped away to represent the mark—is shown in other paintings as a young person and as an adult with the same mark.
What text structure is used to organize this passage?
Cause and Effect
Problem and Solution
Explanatory/Informational
Sequential
Explanatory/Informational
This text is providing information on the paintings found in Malaysia and informs the reader about different aspects of the discovery. The author explains where the painting was found, when, a possible purpose, and how the paintings were created.
Example Question #13 : Reading To Understand Structure
Archaeologists working in two recently discovered limestone caves in Sarawak, Malaysia have found a collection of 51 paintings estimated to be 6,000 to 12,000 years old. The paintings are unusual in their medium, manner of display, and subject matter. These are not simply wall or ceiling paintings. Stones—some as small as notebooks, some as large as doors—have been chipped and otherwise shaped to form rough canvases on which are painted individual works.
Some of the pieces are stacked, while others are arranged upright in an overlapping pattern so that one can “flip through” the smaller pieces in the collection with relative ease. Hunters, warriors, and hunted animals, the typical subjects of cave art, are largely absent from these works. Instead, domestic scenes are represented, including food preparations, family meals, and recreational activities.
Though no tools have been found in the area, the fineness of the lines suggests the use of sophisticated animal-hair brushes. Gypsum, manganese, malachite, and other minerals were painstakingly ground and mixed with binding materials such as vegetable and animal oils to form the paints. One probable reason for the high level of artistry is that the paintings may have been produced in the open air, where the light was good, and then brought into the cave.
However, it is the purpose of the paintings that is the most curious. Most interesting, it may be that the collection represents a sort of family tree. A number of the paintings appear to feature some of the same people, and it is tempting to think of these works as family portraits. Indeed, one figure, seen as a child with a mark on its forehead—the stone has actually been chipped away to represent the mark—is shown in other paintings as a young person and as an adult with the same mark.
However, it is the purpose of the paintings that is the most curious.
How does the sentence fit into the overall structure of the text?
This sentence provides a chronological time stamp for readers as they progress through the passage.
This sentence is not only an introduction to explain the purpose of the painting but keeps the reader interested by alluding that there is something mysterious about it.
This sentence not only reveals a cause but it also allows readers to have a sense of wonder about the effect it will have.
This sentence lets readers know the solution to the problem is coming up in the following text.
This sentence is not only an introduction to explain the purpose of the painting but keeps the reader interested by alluding that there is something mysterious about it.
This is an introductory and transitional sentence into a new section regarding the purpose of the paintings. It gives readers an idea of what will be explained next.
Example Question #14 : Reading To Understand Structure
Jackson and his family were excited to be camping for the first time. They had never been to Yellowstone National Park and they had been anticipating this trip all year. His father packed up the car, his mother made sure they had their maps, and he and his little sister Aly hopped in the back seat of their minivan ready to go. It only took about 15 minutes until Aly got on his nerves and he put his earbuds in so he could watch videos on his phone. He must have fallen asleep because he woke up a few hours later and saw the large brown sign with white writing across the front “Yellowstone National Park”. They had arrived.
They got all checked in and found their home for the next three days, campsite number 35. Dad went to set up the tents and mom started her itinerary for all of the upcoming activities and excursions. After they got settled in it was time for the safety training class with the park ranger. The ranger went through what to do if they encountered a dangerous wild animal, got lost, ran out of supplies, or fell into the quick-moving river. Jackson looked from side to side at his family and realized he was the only one paying attention! His mom was looking at her list, Aly was dozing off, and his father was glazed over in the eyes staring into the woods. He hoped they wouldn’t need to use any of these skills!
That night after his mother and father were all tucked into their sleeping bags Jackson and Aly snuck out of their tent to look at the stars. It was a quaint evening until Jackson heard grunting and banging coming from the campsite. He peeked around a tree with his flashlight and saw a juvenile bear pawing at their coolers and trash cans. Aly started to shout and tried to take off running. Jackson covered her mouth and reminded her the ranger said not to scream or run away. She nodded and they stood still behind the tree and out of sight. The bear grew frustrated with the coolers and trash cans because Jackson had secured them with the bungee cords just as the ranger recommended. The bear padded off into the woods and they snuck back to their tents exhausted. As Jackson laid in his sleeping bag he smiled to himself thinking about how lucky they were that he had paid attention in the ranger’s safety class.
What text structure is used to organize this passage?
Problem and Solution
Explanatory/Informational
Compare and contrast
Cause and Effect
Problem and Solution
This text is organized around a problem the family is facing. All of the family members, except for Jackson, were distracted during the ranger’s safety training class. When the bear walked onto their campsite his sister had no clue what to do and he had to remember the training. He was able to solve the problem (and had even been proactive with the bungee cords) and keep himself and Aly safe.
Example Question #15 : Reading To Understand Structure
Jackson and his family were excited to be camping for the first time. They had never been to Yellowstone National Park and they had been anticipating this trip all year. His father packed up the car, his mother made sure they had their maps, and he and his little sister Aly hopped in the back seat of their minivan ready to go. It only took about 15 minutes until Aly got on his nerves and he put his earbuds in so he could watch videos on his phone. He must have fallen asleep because he woke up a few hours later and saw the large brown sign with white writing across the front “Yellowstone National Park”. They had arrived.
They got all checked in and found their home for the next three days, campsite number 35. Dad went to set up the tents and mom started her itinerary for all of the upcoming activities and excursions. After they got settled in it was time for the safety training class with the park ranger. The ranger went through what to do if they encountered a dangerous wild animal, got lost, ran out of supplies, or fell into the quick-moving river. Jackson looked from side to side at his family and realized he was the only one paying attention! His mom was looking at her list, Aly was dozing off, and his father was glazed over in the eyes staring into the woods. He hoped they wouldn’t need to use any of these skills!
That night after his mother and father were all tucked into their sleeping bags Jackson and Aly snuck out of their tent to look at the stars. It was a quaint evening until Jackson heard grunting and banging coming from the campsite. He peeked around a tree with his flashlight and saw a juvenile bear pawing at their coolers and trash cans. Aly started to shout and tried to take off running. Jackson covered her mouth and reminded her the ranger said not to scream or run away. She nodded and they stood still behind the tree and out of sight. The bear grew frustrated with the coolers and trash cans because Jackson had secured them with the bungee cords just as the ranger recommended. The bear padded off into the woods and they snuck back to their tents exhausted. As Jackson laid in his sleeping bag he smiled to himself thinking about how lucky they were that he had paid attention in the ranger’s safety class.
Why would the author choose to organize the text as it is structured above?
To allow readers a glimpse at each family member’s personality and how they respond to problems.
Using a rhyme scheme keeps readers interested and entertained by the text.
To help readers learn about Yellowstone National Park.
To give readers a chronological look at the activities and excursions that Jackson and his family participated in.
To allow readers a glimpse at each family member’s personality and how they respond to problems.
During the training class, readers were able to see how each family member was listening (or not listening) to the important information being shared about staying safe and what their priorities were. When faced with a dangerous situation the responses by Aly and Jackson gave readers insight into how each of them handles a problem.
All Common Core: 6th Grade English Language Arts Resources
