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).
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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).
