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Tuesday, April 23, 2024, 6:36 PM
Site: Learnbps
Class: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 6th Grade English

ELA-06.W

BPSS-ELA logoStrand (W)

Writing

Narrative for (W) Writing

Students in grade 6 are increasingly challenged to sharpen their ability to write and speak with more clarity and coherence, providing clear reasons and relevant evidence to support their conclusions. While the writing standards specify that students will focus on narrative, explanatory, and argumentative writing, 6th grade students will also discover how to answer questions through writing and research.

In all of these writing opportunities, students aim toward organizing and developing their ideas with specific evidence and writing in such a way that transitions, word choice, and sentence structure all contribute to readability and meaning. Throughout the writing process, students will also learn how to prewrite, revise and edit to make their writing stronger.

These writing standards are strongly linked to a student’s understanding of literature and informational text as well as to their language standards.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-06.W.01

 

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-06.W.01 Write arguments to support claims with clear reasons and relevant evidence.

  • a. Introduce claim(s) and organize the reasons and evidence clearly.
  • b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  • c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  • d. Establish and maintain a formal style.
  • e. Provide a concluding statement or section that follows from the argument presented.

Student Learning Targets for 6th Grade English:

Knowledge Targets

  • I can choose a position in an argument.
  • I can identify the two sides of an argument.
  • I can identify effective transition statements.
  • I can define claims.
  • I can define argument.

Reasoning Targets

  • I can use logic to defend an opinion.
  • I can combine sentences with similar concepts to avoid repetition of ideas or wording.
  • I can distinguish between business and other formal documents.
  • I can evaluate audience and determine which skills and experiences should be appropriately emphasized in my document.
  • I can organize evidence to support a claim.
  • I can include relevant evidence.

Skills (Performance) Targets

  • I can revise my paper for elaboration, description, clarity, and proper word order.
  • I can use concrete words, phrases and sensory details to convey experience and events precisely.
  • I can formulate an argument.
  • I can revise my composition for correct grammar.
  • I can use effective transitions in my writing.
  • I can establish and maintain a formal style. 
  • I can establish an objective tone.
  • I can use precise and specific language.
  • I can focus on addressing what is most significant for a specific purpose and audience.
  • I can use credible sources.
  • I can use transitions to clarify relationships.

Product Targets

  • I can present a written or oral argument.
  • I can write using standard writing conventions.
  • I can write using the writing process.
  • I can write a variety of argumentative papers.
  • I can create a strong claim.

Proficiency Scale

Score   6.W.01 Write arguments to support claims with clear reasons and relevant evidence. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates organized evidence of a counter-argument in  their paper. The counter-argument is supported with apt references.  
  3.5 In addition to Score 3.0 performance, the student mentions a counter-argument but it is loosely developed.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can write an argumentative paper that

  • creates strong and clear claim.
  • presents an argument.
  • organizes evidence to support a claim.
  • includes relevant evidence.
  • uses credible sources.
  • uses transitions to clarify relationships.
  • uses a formal style.
  • provides a concluding statement that is clearly related to argument and offers sense of finality.

The student exhibits no major errors or omissions.
  • Argumentative essay
  • Letter to the editor/judge
  • Book/art/movie review--possible comparison to the informative version
  • State your claim-persuade an adult to make a decision or purchase
  • Sell me! i.e. pick a product/trip research item and convince classmates to make a purchase
  • Engage actively in a debate
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • Introduces claim(s) and organizes the reasons and evidence with some clarity.
  • Supports claim(s) with unclear reasons and somewhat relevant evidence, using credible sources and demonstrating little understanding of the topic or text.
  • Uses words, phrases, and clauses that do not clearly clarify the relationships among claim(s) and reasons.
  • Attempts to establish and maintain a formal style.
  • Provides a concluding statement or section that does not follow or is not clearly related to the argument presented.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  Practice
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

www.internet4classrooms.com (29)

Vocabulary

claim 

reasons

credible sources

relevant evidence

counterclaim 

introduction

conclusion

ELA-06.W.02

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-06.W.02 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  • a. 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.
  • b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • c. Use appropriate transitions to clarify the relationships among ideas and concepts.
  • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • e. Establish and maintain a formal style.
  • f. Provide a concluding statement or section that follows from the information or explanation presented.

Student Learning Targets for Grade 6 English:

Knowledge Targets

  • I can identify effective transition statements.

Reasoning Targets

  • I can determine an audience and purpose that is relevant to a variety of formats.
  • I can combine sentences with similar concepts to avoid repetition of ideas or wording.

Skills (Performance) Targets

  • I can collect data from various sources.
  • I can revise my composition for correct grammar.
  • I can use effective transitions in my writing.
  • I can use multiple strategies to organize information.
  • I can introduce a topic.
  • I can use charts, pictures, headings, etc. to organize in presentations.
  • I can support the topic with facts, details, quotes and examples.
  • I can establish and maintain a formal style.
  • I can establish an objective tone according to the style.
  • I can use precise and specific language.
  • I can focus on addressing what is most significant for a specific purpose and audience.
  • I can use descriptive vocabulary.

Product Targets

  • I can write using a variety of informative styles.
  • I can write using standard writing conventions.
  • I can write using the writing process.
  • I can write an informative/explanatory paper.
  • I can make a concluding statement.

Proficiency Scale

Score   6.W.02 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth use of informative text structures. The writer's style is fluent and flexible, and it is also free of mechanical and grammatical errors. The informative writing demonstrates stylistic maturity by an effective command of organization.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth use of informative text structures. The writer's style is fluent and flexible, and it has minimal mechanical and grammatical errors.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

When writing an informative/explanatory test the student can

  • introduce a topic.
  • use multiple strategies to organize information.
  • use charts, pictures, heading etc…, to organize presentations.
  • use transitions to clarify relationships.
  • use descriptive language.
  • use a formal style.
  • provide a concluding statement or paragraph that sums up the information or explanation.
  • Explain effectiveness of a product of choice.
  • Compare and contrast essay about experiences with similar brands and describe personal preference of one product versus another.
  • Demonstration/how-to speech
  • Book/Art/ Movie reviews
  • Explain a process from interdisciplinary area.
  • Explain a current event, i.e. explain an Olympic event like bobsled.
  • Slide show presentations
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • makes an attempt at introducing a topic; organizing ideas, concepts, and information; using strategies such as definition, classification, comparison/contrast, and cause/effect; formatting (e.g. headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • includes some relevant facts, definitions, concrete details, quotations, or other information and examples.
  • attempts to use transitions; however, they may not be consistent or effective.
  • uses vague language and vocabulary to inform about or explain the topic.
  • does not maintain a formal style.
  • attempts a concluding statement but does not follow the information or explanation presented.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-Practice activities in Writer's Notebook

-Writing prompts

-Re-teaching activities from Literature book
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

www.internet4classrooms (5, 6, 14)

www.noodletools.com

Vocabulary

informative

explanatory

introduction

conclusion

develop topic

relevant facts

concrete details

examples

quotations

definition

classification

comparison/contrast

cause/effect

graphics

headings

ELA-06.W.03

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-06.W.03 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  • a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  • b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  • c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
  • d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
  • e. Provide a conclusion that follows from the narrated experiences or events.

Student Learning Targets for Grade 6 English:

Knowledge Targets

  • I can understand the characteristics of  narrative writing.
  • I can identify effective transition statements.

Reasoning Targets

  • I can organize my ideas in a logical sequence.
  • I can combine sentences with similar concepts to avoid repetition of ideas or wording.

Skills (Performance) Targets

  • I can make a writing that helps the audience picture the story in their mind.
  • I can revise my composition for correct grammar.
  • I can use effective transitions in my writing.
  • I can establish and maintain a formal style.
  • I can establish an objective tone according to the discipline.
  • I can use precise and specific language.
  • I can focus on addressing what is most significant for a specific purpose and audience.

Product Targets

  • I can produce a variety of narrative writings.
  • I can write using standard writing conventions.
  • I can write using the writing process.

Proficiency Scale

Score   6.W.03 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth use of narrative text structures- with a focus on effective transitions and vivid sensory images. The writer's style is fluent and flexible, and it is also free of mechanical and grammatical errors. The narrative writing demonstrates exact details that leave the reader with a lasting impression.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

When writing narrative text, the students can

  • develop a narrator and/or characters.
  • develop a plot.
  • use dialogue.
  • use a variety of transitions, phrases, clauses to signal shifts in time.
  • use precise vocabulary and sensory language to relay experiences.
  • provide a conclusion that follows from the experiences or events.
  • Memoir
  • Personal narrative
  • Record an event in chronological order
  • Vignettes
  • Capture conversation through dialogue
  • Fictional story
  • Narrative poetry
  • Write your own adventure-add conclusion to a given prompt.
  • Capture a scene
  • Write portraits to describe a character
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • attempts to engage and orient the reader by introducing the context and narrator and/or characters.
  • unveils the event sequence in a manner that is not easily followed. The sequential order is disconnected in spots.
  • makes minimal use of narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. The techniques used are not prominent and do not add to the story.
  • uses a few transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
  • uses vague words and phrases, descriptive details, and language to convey experiences and events.
  • writes a conclusion that does not follow the narrated experiences or events but rather just simply ends the writing.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

www.internet4classrooms (24)

Vocabulary

introduction

conclusion

characters

narrator

dialogue

pacing

description

events

transitions

event sequence 

ELA-06.W.04

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-06.W.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1– 3 above.)

Student Learning Targets for Grade 6 Reading:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can develop grade-level appropriate writing.

Product Targets

  • I can

Proficiency Scale for Grade 6 Reading

Score   Description Sample Activity
4.0 In addition to Score 3.0, in depth inferences and applications that go beyond  what was taught. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student’s writing demonstrates: 
●body paragraphs that are supported with relevant facts, definitions,  concrete details, quotations, examples, and other related  information.

 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0  There are no major errors or omissions regarding the simpler details and  processes as the student’s: 
●body paragraphs are developed with a few facts, definitions, concrete  details, quotations, examples or other information, but may not  necessarily be related to the topic.
 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0  With help, a partial understanding of some of the simpler details and processes and some of  the more complex ideas and processes. 
● Body paragraphs lack full development.
 -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary