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).