Virginia SOL 6.RL.2

6.RL.2 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 6.RL.2.A

  Describe the poetic elements in prose and poetry (e.g., rhyme, rhythm, repetition, alliteration, and onomatopoeia) and their intended impact on the reader.

• 6.RL.2.B

  Explain elements of author’s style as purposeful choices (e.g., imagery, figurative language, and word choice) to develop tone.

• 6.RL.2.C

  Explain how an author develops the point of view (e.g., first-person, third person limited, third-person omniscient) of the narrator or speaker in a text and in...

01

What Students Need to Do

Students identify sound devices and explain how they affect a reader’s experience. They analyze imagery, figurative language, and word choice to determine tone. They also explain how narration shapes what readers know and how events are described.

02

What Mastery Looks Like

A student can point to exact words that create rhythm, sound, imagery, or figurative meaning and explain their impact. The student can identify the narrator’s point of view and explain how it limits or expands what readers know.

03

Common Misconceptions

Students often name a device but do not explain its effect. They may confuse the narrator with the author or mix up third-person limited and omniscient narration. They may also describe mood instead of the author’s tone.

04

How to Assess It

Give students a short narrative excerpt with strong sound and imagery. Ask them to name one device, identify the tone and point of view, and explain how the evidence supports each answer.

1. 01

   Give pairs printed poems and colored highlighters to mark rhyme, repetition, alliteration, onomatopoeia, imagery, and figurative language, then label each effect.

2. 02

   Ask students to rewrite one tense scene with calm word choices, then discuss how the new language changes the author’s tone.

3. 03

   Play a point-of-view sorting game using short passage cards labeled first person, third-person limited, or third-person omniscient, with evidence required.

4. 04

   Compare a song lyric and spoken-word performance, then explain how repetition, rhythm, and delivery shape tone and audience response.

• 2.RI.2

  The 2nd Grade version of this standard.

• 10.RI.2

  The 10th Grade version of this standard.

• 3.RI.2

  The 3rd Grade version of this standard.

• 1.RI.2

  The 1st Grade version of this standard.