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GRADE 6: Writing Standard 1College and Career Readiness (CCR) Anchor Writing Standard 1: Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Grade 5: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Grade 6: Write arguments to support claims with clear reasons and relevant evidence. Grades 7: Write arguments to support claim(s) with clear reasons and relevant evidence.a. Introduce a claim(s) and organize the reasons and evidence clearly. Progression to MasteryKey ConceptsGuiding PromptsIdentify a topic of argumentDistinguish pros and consDevelop a position/claimDevelop a hook that grabs your reader’s attentionDevelop relevant reasons to support the claimPrioritize and organize reasons and evidence logically to support claimsIntroduce a claim(s) and organize the reasons and evidence clearlyargumentclaimhook (e.g., interesting fact, anecdote, quote, statistic)facts, reasons, detailsrelevant and supporting evidence What do you claim and why?How can you introduce a claim effectively?How can you grab the reader’s attention?How can you use relevant reasons to support my claim?How are your claims and reasons organized?What evidence, from reliable sources, do you offer to support your claim?b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Progression to MasteryDifferentiate between credible/non credible sourcesDifferentiate between relevant/irrelevant reasonsInclude an appropriate variety of reasons/evidence, including primary and secondary sources in order to effectively support a claimSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.Key Conceptsclaimclear reasonsrelevant/irrelevant evidencefactsdetailscredible/non credible sourcessupporting evidenceGuiding PromptsHow can you determine whether or not a source is credible?How can you support your claim with logical reasoning?Do you have relevant evidence? How do you know?Is your evidence accurate and do your sources show understanding of the topic or text?c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Progression to MasteryKey ConceptsGuiding PromptsRecognize phrases and clauses that create cohesion and clarify relationships.Choose appropriate phrases and clauses that create cohesion to strengthen and further your argumentUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.transitionclarifyprecise wordssyntaxcohesionHow can I select the best words/phrases to establish the relationship between the claim(s) and the reasons? What words will enhance the relationship between the claim(s) and reasons?d. Establish and maintain a formal style. Progression to MasteryKey ConceptsGuiding PromptsIdentify and define formal style Address the needs of the audience through style Sustain a consistent style and objective tone that suggests some critical distance from the subject or claimEstablish and maintain formal styleFormal styleInformal styleAudienceObjective toneWhat is a formal style?What makes your piece formal in style?Which words and tone are appropriate for the occasion and audience?Is my tone objective?e. Provide a concluding statement or section that follows from the argument presented.Progression to MasteryKey ConceptsGuiding PromptsIdentify key concepts to reviewConstruct a brief recap of the key conceptsReiterates how the support for the claim adds to the argumentProvide an impactful final statement that addresses the significance of the argumentProvide a concluding statement or section that follows from the argument presentedEffective conclusion (e.g., one that provides call to action/next step or answers the “so what” question, moves beyond summary)What constitutes an effective conclusion?How can I provide an effective conclusion?How does your conclusion follow from all that proceeds it?6W10: Range of Writing 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. GRADE 6: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): Write informative/explanatory texts to examine a topic and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Grade 5: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Grade 6: Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Grades 7: 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.Progression to MasteryKey ConceptsGuiding PromptsSelect an appropriate topic open to examination, discussion, or explanation Engage reader with an intriguing openingCreate a thesis statement Determine and use appropriate text structure(s) to organizeGroup ideas into categories to logically organize using strategies such as definition, classification, comparison/contrast, and cause/effect Recognize how graphics, formats and multimedia add clarity to a paperSelect and utilize appropriate graphics, formats and/or multimedia to support thesisIntroduce 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 icThesis statement (goes beyond the obvious and provides necessary background information)Organizational patterns (e.g., concept definition, classification, comparison/contrast, and cause/effect)Formatting devices (e.g., headings)Graphics (e.g., charts, tables) Multimedia Effective introduction/hook (e.g., one that presents a thesis)Awareness of audienceWhat is the topic and your purpose?What is the thesis statement in the selection?Which text structure best organizes your information?Which charts and tables should you include to support your thesis?How could you use cause/effect to better convey your idea?What additional comparisons could you make to analyze the content?Which type of multimedia should be included to aid in the reader’s comprehension?Did you employ the use of formatting with headings, graphics, and/or multimedia to aid comprehension of the topic?b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Evaluate and select information and examples based on significance and relevance addressing the needs of the audienceSupport topic with a thesis statement Support thesis statement using the strongest examplesUse evidence to effectively elaborate on the topicDevelop topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information and icThesis Relevant information(e.g., facts, definitions, concrete details, personal experiences, quotations, observations, interviews)Awareness of audienceWhat are the purpose, audience, and situation for this writing?What criteria should you apply when choosing which facts, details or other information to include?What ideas, details, or sources are most important to include?What is the most effective way to develop this topic?Have you developed the topic thoroughly?How do you integrate and interpret the evidence to support your thesis?What categories of supporting details do you provide? c. Use appropriate transitions to clarify the relationships among ideas and concepts.Progression to MasteryKey ConceptsGuiding PromptsRecognize connections between thesis, concepts and evidenceRecognize how transitions clarify relationships among ideas and concepts in a written pieceClarify connections using appropriate transitional words, phrases and clausesUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.clarifyTransition words, phrases, clauses What is the relationship between your thesis, concepts, and evidence?How do you transition from various ideas and concepts? What words will assist the reader in clarifying the relationship between the ideas and concepts? d. Use precise language and domain-specific vocabulary to inform about or explain the topicProgression to MasteryKey ConceptsGuiding PromptsIdentify or determine appropriate domain-specific vocabularyUse domain-specific vocabulary to increase precision and clarity Use precise language and domain-specific vocabulary to inform about or explain the topicDomain-specific vocabularyIs the language you have chosen precise and clear?Are you using vocabulary appropriate for the content-area or domain of the topic?e. Establish and maintain a formal styleProgression to MasteryKey ConceptsGuiding PromptsRecognize the difference between formal and informal styleEstablish and maintain a formal style appropriate to audience and purposeEstablish and maintain an appropriate style throughout a piece of writingEstablish and maintain a formal styleStyle (e.g., formal, informal, specific to audience)Awareness of audienceForms (e.g., letters to appropriate individuals/organizations (editor, boards, business), summaries, reports (book, research), essays, articles (newspaper, magazine), messages/memos, notices, biography, autobiography, reviews)What makes the piece formal? Is the language you have chosen precise and clear?Have you maintained a formal writing style?f. Provide a concluding statement or section that follows from the information or explanation presented.Progression to MasteryKey ConceptsGuiding PromptsConstruct a brief recap of the key conceptsProvide an impactful concluding statement that addresses the significance of the topicProvide a concluding statement or section that follows from the information or explanation presentedFinal/concluding statement (e.g., final insight, so what, next steps)What is the best way to lead into your concluding section?What are the main ideas you discuss or emphasize in the conclusion—and How do the ideas in your concluding statement or section logically follow from all that you said prior to the conclusion?Does my conclusion move beyond summary (e.g., reinforcing the importance of the information, raising related issues and/or generating a hypothesis)6W10: Range of Writing- 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. GRADE 6: Writing Standard 3College and Career Readiness (CCR) Anchor Writing Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Grade 5: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Grade 6: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Grades 7: 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. Progression to MasteryKey ConceptsGuiding PromptsCreate/select a situation (event/experience/conflict) as the basis for the narrativeCreate or establish a narrator and/or key characters Create or establish a purpose and context for the narrative (e.g. hint at the larger meaning of the story, set the stage for the lesson that might be learned, or show how the character relates to the setting in a way that matters)Organize a story structure which draws the reader in and clarifies what is happening and who is involved Arrange events into a plot sequence(s) that is logical, based on the context created for the narrativeEngage and orient the reader by establishing a context and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally and logically.Narrator/CharactersAwareness of audienceEvent sequence Narrative detailsStory structure/Plot (e.g., inciting event or exposition, rising action, climax, falling action, and denouement or resolution)PurposeContextWhat happened and why are you telling a story about it? Are you telling a real or imagined event? How will you introduce your characters and/or narrator? Have you chosen details strategically, based on the purpose and context you’ve created for the narrative?How are you organizing the events in a way that would make sense to a reader? b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Progression to MasteryUse specific details to describe people, places, experiences, and/or eventsUse dialogue to show how characters respond, react, or change as the plot progressesUse dialogue and description to bring the characters aliveUse a character’s actions or words to indicate his/her development within the narrativeAdjust pacing to speed up or slow down the story to help the reader focus on key events and/or detailsUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/ or characters.Key ConceptsDialoguePacingDescriptionCharacterization Guiding PromptsWhat details can you add to help the reader better understand the characters, places, experiences, and/or events in your narrative?How can you use dialogue to develop the plot? How can you use dialogue to show characters’ thoughts, feelings, and reactions?Which character(s) change throughout the story and how do you make that apparent to the reader?When or where do you slow the pace of the story and why?When or where do you quicken the pace of the story and why?c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Progression to MasteryKey ConceptsGuiding PromptsUse transitional words, phrases, and clauses to organize events in a sequenceShow the transition of time in a variety of ways (e.g., meanwhile, at the same time, early that morning, three hours later)Use transitional phrases and clauses to alert readers to changes in setting (e.g., further away, on the other side of town, suddenly, unlike before, if she had only known)Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to anotherCohesive and transitional devices (e.g., words, phrases, clauses)Organizational pattern(s)/sequence of events (e.g., chronological/linear, reflective, flashback, circular)How does your narrative transition/flow from one idea or event into the next? When or where does your narrative shift from one time or place to another and why?How do you signal to the reader the shifts in time or place?d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.Progression to MasteryKey ConceptsGuiding PromptsUse carefully chosen words and phrases to precisely convey experiences and prevent wordinessUse sensory details (things you can see, hear, touch, taste and smell) to create vivid pictures/images in the reader’s mindUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.ImagerySensory detailsRelevant detailsFigurative languageDescriptive language How can you use descriptive language to help convey the experiences and events? How do the sensory details you have included help create vivid images in the reader’s mind?How do the descriptive details you have chosen enhance the story? e. Provide a conclusion that follows from the narrated experiences or events. Progression to MasteryKey ConceptsGuiding PromptsPrepare the reader for the end of the narrative or the resolution of the conflict by sequencing the final events/experiences/details in a logical wayProvide a conclusion that follows from the narrated experiences or eventsLogical sequenceConclusionHow will you provide an effective conclusion to the narrative? How do the specific details in the final segment of your narrative help the reader understand the conclusion?How did you connect the ending back to other parts of the narrative? Why did you do this?6W10 Range of Writing: 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. ................
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