Delaware Department of Education
GRADE K: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): 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 K: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.Grade 1: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Progression to MasteryKey ConceptsGuiding PromptsWith prompting and support…Choose an interesting topic for writing Provide an appropriate title for drawing or writingDraw, dictate, or write information about the topicSelect important information to includeUse a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topicTopicTitleDetails to supportPictures with LabelsFactsImportantWhat are you drawing or writing about?What would be a good title for your drawing or writing?What two or three things do you most want your reader to know?What picture(s) will you draw to go with your words?What details can you add to the picture(s)?Why are you sharing all of this information with your reader?KW10: Range of Writing (Begins in 3rd Grade) - 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 1: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): 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 K: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.Grade 1: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Grade 2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.Progression to MasteryKey ConceptsGuiding PromptsChoose an interesting topic for writing Provide an appropriate title for writingSelect important details to includeDifferentiate between important and unimportant reasonsIdentify and use simple words to show time order (first, next, last)Identify effective introductions and endings/closureIdentify and demonstrate effective introductions (one that includes the writer’s topic/hook)Organize writing with a logical beginning, middle and endWrite a logical sequence of information on the selected topicIdentify and provide a concluding statement Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closureTopic(s)Title(s)Details(s)Example(s)/fact(s)Evidence/SupportFormatIntroductionsEnding/ClosureOrganizationImportantTime order wordsWhat is the topic?What would be an appropriate title for your writing?What facts will you include?How can you use pictures to add detail?How can you grab your reader’s attention about your topic?How should you order your information?What do you want to say last about your topic to make an interesting ending? 1W10: Range of Writing (Begins in 3rd Grade) - 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 2: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): 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 1: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Grade 2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.Grade 3: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Progression to MasteryKey ConceptsGuiding PromptsChoose an interesting topic for writing Provide relevant information (facts and definitions) to elaborate or clarify the subjectDifferentiate between important and unimportant reasonsWrite an effective introduction for the topicDetermine how to group related information Identify and use simple transition/linking words that show order (e.g., first, next, finally) Define important words for the readerProvide a concluding statement/sectionWrite informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide concluding statement or sectionTopic(s)Reason(s)Example(s)Facts/pointsEvidence/SupportIntroductionEnding/ClosingOrganizationTransition/linking wordsTime order wordsWhat do you want to explain about your topic?What details/facts will you include to give enough information? Is there an important word you have learned that you can define for your reader?What should you say first, second, and third so that you make a clear point about your topic?What ideas can you adapt from books (pictures with captions, labeled drawings) to help you illustrate your piece?How can you use transition words to show order?When you think about your topic, what do you want to say as a final point or ending?2W10: Range of Writing (Begins in 3rd Grade) - 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 3: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): 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 2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.Grade 3: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Grade 4: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.Progression to MasteryKey ConceptsGuiding PromptsIdentify a topicList information related to the topicOrganize and group related information together Identify & demonstrate an appropriate writing formatWrite a beginning statement that introduces topic and presents informationDraw illustrations that relate to topic as necessaryIntroduce a topic and group related information together; include illustrations when useful to aiding comprehensionPurpose of Informative WritingTopicOrganizational patterns (definition, classification, comparison/contrast, and cause/effect)Awareness of audienceRelevant informationIrrelevant information Text FeaturesAwareness of paragraphs- Explicitly taught in 4th gradeWhat do want to tell the reader? What do you want the reader to learn?What is the appropriate writing format? What do you already know about the topic?How can you turn your list into complete thoughts?Who is your intended reader?Who? What? Where? When? Why? How?Is there a different way to help your reader to better understand your topic? b. Develop the topic with facts, definitions, and details.Progression to MasteryKey ConceptsGuiding PromptsChoose a source to research facts, definitions and details about the topicIdentify information from the sourceDifferentiate between relevant and irrelevant reasonsDevelop information using facts, definitions and details found in researchDevelop the topic with facts, definitions, and detailsRelevant reasonIrrelevant reasonFactsDefinitions DetailsWhere could you find more facts about your topic? Where can you find the meaning of words?Is this information important? Does it relate to your topic?How can you put this information into your own words?c. Use linking words and phrases (e.g.,?also,?another,?and,?more,?but) to connect ideas within categories of information.Progression to MasteryKey ConceptsGuiding PromptsProvide examples that connect to the information using linking wordsDetermine linking words and phrases that best connect the informationUse linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information Linking words and phrasesTopics CategoryWhat linking words or phrases did you use to connect your information?How can you organize your information clearly? Why did you use a linking word here?Have you connected your information with linking words and phrases such as also, another, and more, but? d. Provide a concluding statement or section.Progression to MasteryKey ConceptsGuiding PromptsRecognize closure techniques for creating a concluding statement or section. Provide a concluding statement or sectionConcluding statement or sectionWhat is the last thing you want to tell the reader about your topic?3W10: 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 4: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): 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 3: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Grade 4: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Grade 5: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.Progression to MasteryKey ConceptsGuiding PromptsIdentify a topicList information related to the topicOrganize and group related information togetherIdentify & demonstrate an appropriate writing formatWrite a beginning statement that introduces topic and presents informationOrganize sentences into paragraphsAdd formatting where appropriate (heading, bold print, italics, etc.)Draw illustrations and/or use media that relate to topic as necessary Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding icOrganizational patterns (definition, classification, comparison/contrast, and cause/effect)Awareness of audienceRelevant informationIrrelevant informationFormatting What do you want the reader to learn?What do you already know about your topic?How can you develop your list into complete thoughts?How are you going to present your information? Who is the intended reader?Who? What? Where? When? Why? How?Are there groups of sentences you can place together?Can you share your information any other way?b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.Progression to MasteryKey ConceptsGuiding PromptsChoose a source to research facts, definitions and details about the topicIdentify information from the sourceDifferentiate between relevant and irrelevant reasonsConstruct sentences from researched information that support the topicQuote information from the sourceDevelop the topic with information gathered from sourcesDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topicFactsDefinitionsTopicDetailsSourcesRelevant reasonsIrrelevant reasons QuotationWhere could you find more facts about your topic? Where could you find word meanings?Is this important information? Does it have to do with your topic?How can you re-write this information into your own words?How does this information fit into your writing piece? Where does this information fit into your writing piece?c. Link ideas within categories of information using words and phrases (e.g.,?another, for example,?also,?because).Progression to MasteryKey ConceptsGuiding PromptsProvide examples that connect to the topicUse linking words and phrases to connect topic and ideas ( another, also, and, but)Use linking words and phrases to connect topic and ideas and categorize informationUse linking/ transition words and phrases to connect ideas within categoriesLink ideas within categories of information using words and phrases (e.g. another, for example,?also,?because)Linking wordsPhrasesCategorize information Transition wordsWhat are some concrete examples of…?Do you have similar ideas that you can combine together?Can you combine groups of ideas with other groups of ideas?d. Use precise language and domain-specific vocabulary to inform about or explain the topic.Progression to MasteryKey ConceptsGuiding PromptsIdentify vocabulary specific to the topicUse specific relevant vocabulary to inform or explain topicUse vivid verbs and precise nouns to inform or explain topicUse precise language and domain-specific vocabulary to inform about or explain the topicVivid verbsPrecise nounsAre there any new words in this source that relate to your topic?How can you use this word/phrase to tell about your topic?Can you think of a verb that would grab the reader’s attention? Can you think of a noun that specifically states who or what you are writing about? e. Provide a concluding statement or section related to the information or explanation presented.Progression to MasteryKey ConceptsGuiding PromptsRecognize closure techniques for creating a concluding statement or section Write a statement or section that consists of multiple sentences that provide a conclusion related to information and topicProvide a concluding statement or section related to the information or explanation as presentedConcluding statement or sectionWhat is the last statement you want to write about your topic?Does your statement relate to the information in your writing piece?4W10: 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 5: Writing Standard 2College and Career Readiness (CCR) Anchor Writing Standard (2): 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 4: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Grade 5: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.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.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.Progression to MasteryKey ConceptsGuiding PromptsIdentify a topicList information related to the topicGroup information logicallyDecide on text structureWrite a beginning statement that introduces topic and presents informationEngage the reader with an introduction that presents the topic and focusOrganize sentences into paragraphsOrganize information with various formatting (headings)Draw illustrations and/or use media that relates to topic when usefulIntroduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehensionTopicAwareness of audiencePrimary sources (first-hand)Secondary sources (second-hand)Relevant information Text FeaturesText structure/patterns of organization (e.g., chronology, comparison, cause/effect, problem/solution)What do you want the reader to learn?What do you already know about your topic?How can you develop your list into complete thoughts? Are you able to group them together?How are you going to present your information? Who is the intended reader?Who? What? Where? When? Why? How?Are there groups of sentences you can place together?Can you show your information any other way?b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.Progression to MasteryKey ConceptsGuiding PromptsChoose a source to research facts, definitions and details about the topicIdentify and analyze information from the sourceDifferentiating between relevant and irrelevant reasonsConstruct sentences from researched information that support the topicDevelop the topic with information gathered from sourcesDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topicSourcesWhere could you find more facts about your topic? Where could you find word meanings?Is this important information? Does it have to do with your topic? Are you able to learn any facts from this information?How can you re-write this information into your own words?How does this information fit into your writing piece? Where does this information fit into your writing piece?c. Link ideas within and across categories of information using words, phrases, and clauses (e.g.,?in?contrast,?especially).Progression to MasteryKey ConceptsGuiding PromptsProvide examples that connect to the topicDetermine linking words, phrases, and clauses that best connect informationUse linking words and phrases to connect information and ideas (in contrast, especially)Use linking words and phrases to connect information and ideas and categorize informationUse linking/transition words and phrases to connect ideas across categoriesLink ideas within and across categories of information using words, phrases, and clauses (e.g.,?in?contrast,?especially)Linking/transition words and phrasesWhat are some concrete examples of…?Do you have similar ideas that you can combine together?Can you combine groups of ideas with other groups of ideas?What word/phrase could you use to connect different categories of information?d. Use precise language and domain-specific vocabulary to inform about or explain the topic.Progression to MasteryKey ConceptsGuiding PromptsIdentify vocabulary specific to the topicUse specific relevant vocabulary to inform or explain topicUse vivid verbs and precise nouns to inform or explain topicUse graphics to inform about or explain the topicUse precise language and domain-specific vocabulary to inform about or explain the topicRelevant vocabularyVivid verbsPrecise nounsGraphics Are there any new words in this source that relate to your topic?How can you use this word/phrase to tell about your topic?Can you think of a verb that would grab the reader’s attention? Can you think of a noun that specifically states who or what you are writing about?e. Provide a concluding statement or section related to the information or explanation presented.Progression to MasteryKey ConceptsGuiding PromptsWrite a statement or section that consists of multiple sentences that provide a conclusion related to informationWrite an effective conclusion that moves beyond summarization Provide a concluding statement or section related to the information or explanation presented.Concluding statement or sectionWhat is the last statement you want to write about your topic?Does your statement relate to the information in your writing piece?Does your closing just summarize information? Or does your conclusion leave the reader with ideas to consider?5W10: 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)5W10: 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 7: 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.Grades 6: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of 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. Grade 8: 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 clearly, previewing what is to follow; 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 that previews what is to comeDetermine 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 clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; 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?How does your thesis statement preview the content of the essay? 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. Progression to MasteryKey ConceptsGuiding PromptsEvaluate 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 create cohesion and clarify the relationships among ideas and concepts.Progression to MasteryKey ConceptsGuiding PromptsRecognize connections between thesis, concepts and evidenceIdentify how transitions create cohesion and clarify relationships in a written piece Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.cohesionTransition words, phrases, clauses What is the relationship between your thesis, concepts, and evidence?How do you transition from various ideas and concepts? Do your transitions create cohesion among ideas and concepts?d.Use precise language and domain-specific vocabulary to inform about or explain the topic.Progression 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 style. Progression 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 PromptsProvide an impactful concluding statement that moves beyond summaryProvide 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?How do the ideas in your concluding statement or section logically follow from all that you said prior to the conclusion?Does your 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 8: 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 7: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Grade 8: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Grade 9-10: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a.Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; 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 Create a thesis statement that previews what is to comeEngage reader with an intriguing openingUse appropriate text structures to organize Group ideas into categories to logically organizeRecognize how graphics, formats and multimedia add clarity to a paperSelect and utilize appropriate graphics, formats and/or multimedia to support thesisIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding icThesis Text structures (e.g., concept definition, classification, comparison/contrast, and cause/effect)Formatting devices (e.g., headings)Graphics (e.g., charts, tables) Multimedia How does your thesis statement preview the content of the essay? What are the logical categories for the information you are examining/discussing/explaining?Have you introduced your topic in an interesting and engaging way? What organizational patterns and/or techniques will you use to clarify and emphasize your ideas (e.g., concept definition, classification, comparison/contrast, and cause/effect, problem-solution, time order)?Can any specific formatting, graphics and/or multimedia help your explanation?b.Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Progression to MasteryKey ConceptsGuiding PromptsEvaluate and select information and examples based on significance and relevance addressing the needs of the audienceSupport topic with a thesis statement utilizing strong examplesUse evidence to effectively elaborate on the topicDevelop topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examplesTopicThesis 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?c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.Progression to MasteryKey ConceptsGuiding PromptsRecognize connections between thesis, concepts and evidenceIdentify how transitions create cohesion and clarify relationships in a written piece Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.cohesionTransition words, phrases, clauses What is the relationship between your thesis, concepts, and evidence?How do you transition from various ideas and concepts? Do your transitions create cohesion among ideas and concepts?d. Use precise language and domain-specific vocabulary to inform about or explain the topic.Progression 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 style. Progression 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 and supports the information or explanation presented.Progression to MasteryKey ConceptsGuiding PromptsProvide an impactful concluding statement that moves beyond summaryProvide a concluding statement or section that follows from and supports the information or explanation presented.Final/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)8W10: 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 9-10: 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 8: Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Grades 9-10: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.Grades 11-12: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, 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 opening Prioritize and organize reasons and evidence logically to support thesisSelect and utilize appropriate graphics, formats and/or multimedia to support thesis and add clarity to the paperIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.Opening (e.g. vivid description, engaging questions, anecdote, quotation, statement of fact)Thesis statementContextFormattingGraphicsMultimediaWhat is your subject—and what are you saying about it?Is your topic an interesting, yet manageable, subject for writing?Has your thesis clearly captured your topic and complex ideas? Have you introduced your topic in an interesting and engaging way? What organizational patterns and/or techniques will you use to clarify and emphasize your ideas (e.g., concept definition, classification, comparison/contrast, and cause/effect, problem-solution, time order)?Do your ideas build in a logically organized way? Can any specific formatting, graphics and/or multimedia help your explanation?Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Progression to MasteryKey ConceptsGuiding PromptsAssess the audience’s level of knowledge and concerns and address those in the writingEvaluate and select information and examples based on significance and relevanceSupport thesis with the strongest examplesUse evidence to effectively elaborate on the topicDevelop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Relevant factsConcrete detailsElaborationExtended definitionsUnderstanding of audience needs, knowledge, concernsWhat 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? Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Progression to MasteryKey ConceptsGuiding PromptsRecognize connections between thesis, concepts and evidenceClarify connections using appropriate transitional words, phrases and clausesUse appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and conceptsCohesionWords, phrases, and clauses that work as transitions between major sections in the textWhat is the relationship between your thesis, concepts, and evidence?Do your transitions create cohesion among ideas and concepts?Use precise language and domain-specific vocabulary to manage the complexity of the topic.Progression to MasteryKey ConceptsGuiding PromptsIdentify or determine appropriate domain-specific vocabularyUse domain-specific vocabulary to increase precision and clarity Use precise language and appropriate domain-specific vocabulary and terms to manage the complexity of 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?Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Progression to MasteryKey ConceptsGuiding PromptsRecognize the difference between formal and informal styleEstablish and maintain an appropriate style throughout a piece of writingDifferences between formal and informal styleNorms and conventions of the discipline in which you are writingObjective tone (e.g., academic, formal, reasoned, fact-based)Is the language you have chosen precise and clear?Have you maintained a formal writing style?Is the tone consistently objective?Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Progression to MasteryKey ConceptsGuiding PromptsConstruct a brief recap of the key conceptsProvide an impactful final statement that addresses the significance of the topicProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)Final 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)9-10W10: 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 11-12: 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 9-10: Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Grades 11-12: Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, 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 opening Prioritize and organize reasons and evidence logically to support thesisSelect and utilize appropriate graphics, formats and/or multimedia to support thesis and add clarity to the paperIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.Opening (e.g. vivid description, engaging questions, anecdote, quotation, statement of fact)Thesis statementContextFormattingGraphicsMultimediaWhat is your subject—and what are you saying about it?Is your topic an interesting, yet manageable, subject for writing?Has your thesis clearly captured your topic and complex ideas? Have you introduced your topic in an interesting and engaging way? What organizational patterns and/or techniques will you use to clarify and emphasize your ideas (e.g., concept definition, classification, comparison/contrast, and cause/effect, problem-solution, time order)?Do your ideas build in a logically organized way? Can any specific formatting, graphics and/or multimedia help your explanation? Develop the topic thoroughly by selecting the most significant and relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Progression to MasteryKey ConceptsGuiding PromptsAssess the audience’s level of knowledge and concerns and address those in the writingEvaluate and select information and examples based on significance and relevanceSupport thesis with the strongest examplesUse evidence to effectively elaborate on the topicDevelop the topic thoroughly by selecting the most significant and relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Relevant factsConcrete detailsElaborationExtended definitionsUnderstanding of audience needs, knowledge, concernsWhat 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? Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Progression to MasteryKey ConceptsGuiding PromptsRecognize connections between thesis, concepts and evidenceClarify connections using appropriate transitional words, phrases and clauses, as well as, varied syntaxUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and conceptsCohesionWords, phrases, and clauses that work as transitions between major sections in the textSyntaxWhat is the relationship between your thesis, concepts, and evidence?Do your transitions create cohesion among ideas and concepts?How do you vary the syntax and use transitions to clarify and emphasize your ideas?Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.Progression to MasteryKey ConceptsGuiding PromptsIdentify or determine appropriate domain-specific vocabularyUse domain-specific vocabulary to increase precision and clarity Use devices to resolve any confusion or make clear what to some is complexUse literary techniques for comparison, such as metaphor, simile, and analogy to manage the complexity of the topicUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.Techniques such as metaphor, simile, and analogy that can manage the complexity of the topicIs the language you have chosen precise and clear?Are you using vocabulary appropriate for the content-area or domain of the topic?Does the figurative language chosen help the audience understand the complex topic?Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Progression to MasteryKey ConceptsGuiding PromptsRecognize the difference between formal and informal styleRecognize the characteristics of an objective toneEstablish and maintain an objective tone throughout a piece of writingSelect an appropriate writing formatEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writingDifferences between formal and informal styleNorms and conventions of the discipline in which you are writingObjective tone (e.g., academic, formal, reasoned, fact-based)Is the language you have chosen precise and clear?Have you maintained a formal writing style?Is the tone consistently objective?Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Progression to MasteryKey ConceptsGuiding PromptsConstruct a brief recap of the key conceptsProvide an impactful final statement that addresses the significance of the topicProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)Final 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)11-12W10 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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