Write arguments to support claims with clear reasons and relevant evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Write (arguments)
4 - Introduce (claims [a])
3 - Support (claims [b])
3 - Use (words [c])
3 - Use (phrases [c])
3 - Use (clauses [c])
4 - Establish (formal style [d])
4 - Maintain (formal style [d])
6 - Provide (concluding statement [e])
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1 - I can write arguments to support claims with clear reasons.
1 - I can write arguments to support claims with relevant evidence.
4 - I can introduce claim(s) and organize the reasons and evidence clearly. [a.]
3 - I can support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [b]
3 - I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [c]
4 - I can establish and maintain a formal style. [d]
6 - I can provide a concluding statement or section that follows from the argument presented. [e]
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A. An argument is a connected series of statements intended to establish a definite proposition.
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A.1 What is an argument in writing?
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Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Relevant Content
Strategies
Relationships
|
4 - Write (Informative/explanatory texts)
3 - Introduce (Topic [a])
3 - Use (Strategies [a])
2 - Use (Formatting [a])
6 - Develop (Topic [b])
3 - Use (Appropriate transitions [c])
3 - Use (Precise language [d])
2 - Establish (Formal style [e])
2 - Maintain (Formal style [e])
6 - Provide (Concluding statement [f])
|
1 - I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
3 - I can introduce a topic; organize ideas, concepts, and information when writing informative/explanatory texts. [a]
3 - I can use strategies such as definition, classification, comparison/contrast, and cause/effect when writing informative/explanatory texts.
2 - I can use formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension when writing informative/explanatory texts. [a]
6 - I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [b]
3 - I can use appropriate transitions to clarify relationships among ideas and concepts. [c]
3 - I can use precise language and domain-specific vocabulary to inform about and explain a topic. [d]
2 - I can maintain a formal style when writing informative/explanatory texts. [e]
6 - I can provide a concluding statement or section that is based on information from my writing.
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A. Relevance can be supported by elaborating through using reasons, well-chosen and specific details, examples, and/or anecdotes to support ideas.
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A.1 How do I decide what is relevant content?
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Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narrative Techniques [b]
Experiences and Events [d]
Conclusion [e]
|
2 - Write (Narrative)
6 - Engage (Reader [a])
6 - Organize (Event sequence [a])
2 - Use (Narrative techniques [b])
2 - Use (Variety of transitions [c])
2 - Use (Precise words and phrases [d])
4 - Provide (Conclusion [e])
|
1 - I can write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences
1 - I can write narratives to develop real or imagined events using effective technique, relevant descriptive details, and well-structured event sequences
6 - I can engage and orient readers through writing establishing a context and introducing a narrator and/or characters. [a]
6 - I can organize an event sequence that unfolds naturally and logically. [a]
2 - I can use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [b]
2 - I can use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame to another. [c]
2 - I can use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one setting to another. [c]
2 - I can use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [d]
4 - I can provide a conclusion based on narrated experiences. [e]
4 - I can provide a conclusion based on narrated events. [e]
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A. Clear event sequences helps the writer to logically organize what happens in a story without omitting important parts.
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A.1 What is the importance of clear event sequences?
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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.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
3 - Produce (Clear and coherent writing)
|
3 - I can produce clear writing in which the development, organization, and style are appropriate to task.
3 - I can produce clear writing in which the development, organization, and style are appropriate to purpose.
3 - I can produce clear writing in which the development, organization, and style are appropriate to audience.
|
A. Writing clearly and coherently always has the task, purpose, and audience in mind.
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A.1 Why is it important to know your audience?
A.2 What is the purpose of your writing?
A.3 How does your writing break down the task?
|
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
3 - Develop (Writing)
3 - Strengthen (Writing)
|
3 - I can develop writing as needed by planning, with guidance and support from peers and adults.
3 - I can develop writing as needed by revising, with guidance and support from peers and adults.
3 - I can develop writing as needed by editing, with guidance and support from peers and adults.
3 - I can develop writing as needed by rewriting, with guidance and support from peers and adults.
3 - I can develop writing as needed by trying a new approach, with guidance and support from peers and adults.
|
A. Improving writing is a process that involves rethinking what one has written.
|
A.1 What is the point in working past creating my first writing?
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Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Keyboarding Skills
Single sitting
|
2 - Use (Technology)
2 - Produce (Writing)
2 - Publish (Writing)
2 - Demonstrate (Keyboarding skills)
2 - Collaborate (With others)
|
2 - I can use technology (including the Internet) to produce writing, with some guidance and support from adults.
2 - I can produce written work, with some guidance and support from adults.
2 - I can publish written work, with some guidance and support from adults.
2 - I can demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
2 - I can collaborate with others to produce written work using technology.
|
A. The use of technology brings software to the classroom that can help students develop their writing.
|
A.1 Why do I need to be able to use technology when I write?
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Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Short Research Projects
|
2 - Conduct (Research projects)
|
2 - I can conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
|
A. The inquiry process is a conversation composed of asking and answering questions which support people in discovering what the barriers are to producing results, and what they need to do, or learn to get through those barriers.
|
A.1 Why do I need to sometimes refocus the inquiry?
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Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Relevant Information
|
2 - Gather (Information)
2 - Assess (Source credibility)
1 - Quote (Data and conclusion of others)
2 - Paraphrase (Data and conclusion of others)
1 - Provide (Bibliographic information)
|
1 - I can gather relevant information from multiple print and digital sources.
1 - I can assess the credibility of each source.
1 - I can quote the data and conclusions of others while avoiding plagiarism.
2 - I can paraphrase the data and conclusions of others while avoiding plagiarism.
1 - I can provide basic bibliographic information for sources.
|
A. Correctly documenting ones sources produces credibility to your own writing.
|
A.1 Why does plagiarism destroy one's own writing and credibility?
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Evidence
|
5 - Draw (Evidence from literary or informational texts)
3 - Apply (Grade 6 reading standards to literature [a])
2 - Compare (Texts in different forms or genres e.g. [a])
2 - Contrast (Texts in different forms or genres e.g. [a])
3 - Apply (Grade 6 reading standards to literary nonfiction [b])
5 - Trace (Argument and specific claims in a text e.g. [b])
2 - Distinguish (Claims .e.g. [b])
5 - Evaluate (Argument and specific claims in a text e.g. [b])
|
5 - I can draw evidence from literary texts to support analysis, reflection, and research.
5 - I can draw evidence from informational texts to support analysis, reflection, and research.
3 - I can apply grade 6 reading standards to literature. [a]
2 - I can compare texts in different forms or genres in terms of their approaches to similar themes and topics. e.g. [a]
2 - I can contrast texts in different forms or genres in terms of their approaches to similar themes and topics. e.g. [a]
3 - I can apply grade 6 reading standards to literary nonfiction. [b]
5 - I can trace argument and specific claims in a text. e.g. [b]
2 - I can distinguish claims that are supported by reasons and evidence from claims that are not. e.g. [b]
5 - I can evaluate arguments and specific claims in a text. e.g. [b]
|
A. When reading literary or informational texts, have themes and topics that contain evidence that can be analyzed, reflected on and researched.
|
A.1 How do I analyze text?
A.2 What does research enable us to produce?
A.3 How can you use others' work in your own?
A.4 How is research relevant to daily life?
A.5 What is reflection?
A.6 How do I go about identify evidence form text?
|
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
|
1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
|
1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
|
A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
|
A.1 How do different writing tasks affect amount of time spent?
A.2 What is reflection? How can we do it well?
A.3 What is revision? What is involved in doing it?
B.1 Why is it important to practice different writing tasks over different time restrictions?
B.2 How can what we write be affected by its purpose?
B.3 How can what we write be influenced by who we are writing to?
C.1. What does conducting research involve?
C.2. What does research enable us to produce?
C.3. How can you use others' work in your own?
C.4 How is research relevant to daily life?
|
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