Delaware English Language Arts KUD
GRADE 6- Text Types and Purposes
Writing Standard 1
|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1): |
|Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient |
|evidence. |
|CCSS – Grade Specific Writing Standard 1: Text Types and Purposes |
|Grade 5: Write opinion pieces on topics or| Grade 6: Write arguments to support claim(s) with |Grade 7: Write arguments to support claim(s)|
|texts, supporting a point of view with |clear reasons and relevant evidence. |with clear reasons and relevant evidence. |
|reasons and information. |a. Introduce claim(s) and organize the reasons and |a. Introduce claim(s), acknowledge alternate |
|a. Introduce a topic or text clearly, state|evidence clearly. |or opposing claim(s), and organize the |
|an opinion, and create an organizational |b. Support claim(s) with clear reasons and relevant |reasons and evidence logically. |
|structure in which ideas are logically |evidence, using credible sources and demonstrating |b. Support claim(s) with logical reasoning |
|grouped to support the writer's purpose. |an understanding of the topic or text. |and relevant evidence, using accurate, |
|b. Provide logically ordered reasons that |c. Use words, phrases, and clauses to clarify the |credible sources and demonstrating an |
|are supported by facts and details. |relationships among claim(s) and reasons. |understanding of the topic or text. |
|c. Link opinion and reasons using words, |d. Establish and maintain a formal style. |c. Use words, phrases, and clauses to create |
|phrases, and clauses (e.g., consequently, |e. Provide a concluding statement or section that|cohesion and clarify the relationships among |
|specifically). |follows from the argument presented. |claim(s), reasons, and evidence. |
|d. Provide a concluding statement or | |d. Establish and maintain a formal style. |
|section related to the opinion presented. | |e. Provide a concluding statement or |
| | |section that follows from and supports the |
| | |argument presented. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Persuasion and argument |Good persuasive writers control the message by |Identify a debatable issue |
|Difference between relevant and irrelevant |addressing the needs of the audience and building a |Distinguish the pros and cons |
|evidence |reasoned and logical case to support a clear |Select a position/claim(s) |
|Position/claim(s) (debatable issue as |position. |Develop a position/claim(s) |
|opposed to single-sided issue or report | |Use primary and secondary sources to locate, |
|topic) |Good authors use model/examples texts to guide them |sort, and select reasons based on facts, |
|Style (e.g., formal, informal, specific to |as they compose their own persuasive pieces. |examples, and/or evidence for both sides |
|audience) | |acknowledging the opposing point of view |
|Reason(s) (e.g., claims, support) | |differentiating between relevant and |
|Evidence (e.g., examples, statistics, data,| |irrelevant reasons/evidence |
|credible personal and expert opinions, | |including an appropriate variety of |
|facts) | |reasons/evidence including primary and |
|Reasoned and logical argument/case | |secondary sources |
|Primary sources | |addressing the needs of the audience |
|Secondary sources (e.g., UDLib/Search) | |Prioritize the reasons/evidence |
|Effective introduction (e.g., one that | |Select an appropriate writing format |
|takes a clear position, clarifies the | |Write arguments to support claim(s)s with |
|issue, offers solutions/action, provides | |clear |
|background information, commands reader’s | |reasons and relevant evidence by: |
|attention) | |introducing claim(s) |
|Awareness of audience | |organizing the reasons and evidence clearly |
|Organizational pattern/ structure | |supporting claim(s) with logical reasoning |
|Cohesive and transitional devices (e.g., | |and relevant evidence, using accurate, |
|words, phrases, clauses) | |credible sources and demonstrating an |
|Strategies for dealing with opposing point | |understanding of the topic or text |
|of view (e.g., rebuttal, concession, | |acknowledging alternate or opposing claim(s) |
|acknowledgement) | |providing a concluding statement or section |
|Effective persuasive and propaganda | |that follows from the argument presented |
|techniques (e.g., appeal to emotion, | |using words, phrases, and clauses, as well as|
|testimonial; avoiding logical fallacies | |varied syntax to link the major sections of |
|such as name calling, exaggeration, | |the text, create cohesion and clarify the |
|bandwagon) | |relationships between claim(s), between |
|Effective rhetorical devices (e.g., | |reasons, and evidence, between claim(s) and |
|rhetorical question, repetition, direct | |counterclaim(s) |
|address) | |establishing and maintaining a formal, |
|Format choices (e.g., business letter, | |consistent and appropriate style |
|editorial, review, advertisements) | | |
|Effective conclusion (e.g., one that | | |
|provides call to action/next step or | | |
|answers the “so what” question, moves | | |
|beyond summary) | | |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 6) |
|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- Text Types and Purposes
Writing Standard 2
|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (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. |
|CCSS – Grade Specific Writing Standard 2: Text Types and Purposes |
|Grade 5: Write informative/ | Grade 6: Write informative/ |Grade 7: Write informative/ |
|explanatory texts to examine a |explanatory texts to examine a |explanatory texts to examine a |
|topic and convey ideas and |topic and convey ideas, concepts, |topic and convey ideas, |
|information clearly. |and information through the |concepts, and information |
|a. Introduce a topic clearly, provide a |selection, organization, and |through the selection, |
|general observation and focus, and group |analysis of relevant content. |organization, and analysis of |
|related information logically; include |a. Introduce a topic; organize ideas, concepts, and |relevant content. |
|formatting (e.g., headings), illustrations,|information, using strategies such as definition, |a. Introduce a topic clearly, previewing what|
|and multimedia when useful to aiding |classification, comparison/contrast, and |is to follow; organize ideas, concepts, and |
|comprehension. |cause/effect; include formatting (e.g., headings), |information, using strategies such as |
|b. Develop the topic with facts, |graphics (e.g., charts, tables), and multimedia when|definition, classification, |
|definitions, concrete details, quotations, |useful to aiding comprehension. |comparison/contrast, and cause/effect; |
|or other information and examples related |b. Develop the topic with relevant facts, |include formatting (e.g., headings), graphics|
|to the topic. |definitions, concrete details, quotations, or other |(e.g., charts, tables), and multimedia when |
|c. Link ideas within and across categories |information and examples. |useful to aiding comprehension. |
|of information using words, phrases, and |c. Use appropriate transitions to clarify the |b. Develop the topic with relevant facts, |
|clauses (e.g., in contrast, especially). |relationships among ideas and concepts. |definitions, concrete details, quotations, or|
|d. Use precise language and domain-specific|d. Use precise language and domain-specific |other information and examples. |
|vocabulary to inform about or explain the |vocabulary to inform about or explain the topic. |c. Use appropriate transitions to create |
|topic. |e. Establish and maintain a formal style. |cohesion and clarify the relationships among |
|e. Provide a concluding statement or |f. Provide a concluding statement or section that|ideas and concepts. |
|section related to the information |follows from the information or explanation |d. Use precise language and domain-specific |
|or explanation presented. |presented. |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 and supports the |
| | |information or explanation presented. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Informative/explanatory writing |Good authors of informative/ explanatory writing |Select an interesting, yet manageable, |
|Topic |develop texts that examine a topic and convey ideas |subject for writing or one that meets the |
|Relevant information(e.g., facts, |and information clearly. |requirements of the assignment |
|definitions, concrete details, personal | |Analyze and use primary and secondary sources|
|experiences, quotations, observations, |Good authors use informative/explanatory writing to |to locate, sort (categorize, classify) and |
|interviews) |communicate information related to real-world tasks.|select relevant facts, definitions, concrete |
|Organizational patterns (e.g., definition, | |details, quotations or other information and |
|classification, comparison/contrast, and |Good authors use model/example texts to guide them |examples |
|cause/effect) |as they compose informative/expository texts. |differentiating between relevant and |
|Formatting devices (e.g., headings) | |irrelevant information |
|Graphics (e.g., charts, tables) |Good readers and writers write to make meaning of |addressing the needs of the audience |
|Multimedia |what they read. |generating new ideas and/or perspectives |
|Domain-specific vocabulary | |avoiding plagiarism |
|Style (e.g., formal, informal, specific to | |selecting an organizational pattern |
|audience) | |appropriate for the topic and purpose |
|Primary sources | |Select an appropriate writing form |
|Secondary sources (e.g., UDLib/Search) | |Write informative/ explanatory texts to |
|Effective introduction/ hook (e.g., one | |examine a topic and convey ideas, concepts, |
|that is separate from the body and presents| |and information through the selection, |
|a simple thesis) | |organization, and analysis of relevant |
|Awareness of audience | |content by |
|Transition words, phrases, clauses | |engaging the reader with an introduction/ |
|Forms (e.g., letters to appropriate | |hook that presents the topic |
|individuals/organizations (editor, boards, | |introducing the topic clearly |
|business), summaries, reports (book, | |organizing ideas, concepts, and information |
|research), essays, articles (newspaper, | |using strategies such as definition, |
|magazine), messages/memos, notices, | |classification, comparison/contrast, and |
|biography, autobiography, reviews) | |cause/effect |
|Effective conclusion/hook that moves | |addressing the needs of the audience |
|beyond summary (e.g., answer the “so what?”| |developing topic with relevant facts, |
|question about the significance of the | |definitions, concrete details, quotations or |
|issue) | |other information and examples |
| | |using appropriate transitions to clarify the |
| | |relationships among ideas and concepts |
| | |using precise language and domain-specific |
| | |vocabulary to inform about or explain the |
| | |topic |
| | |establishing and maintaining a formal style |
| | |including formatting devices, graphics, and |
| | |multimedia when useful to aiding |
| | |comprehension |
| | |providing a concluding statement or section |
| | |that follows from the information or |
| | |explanation presented |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 6) |
|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- Text Types and Purposes
Writing Standard 3
|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (3): |
|Write narratives to develop real or imagined experiences or events using effective technique, well-chosen |
|details, and well-structured event sequences. |
|CCSS – Grade Specific Writing Standard 3: Text Types and Purposes |
|Grade 5: Write narratives to | Grade 6: Write narratives to |Grade 7: Write narratives to |
|develop real or imagined |develop real or imagined |develop real or imagined |
|experiences or events using |experiences or events using |experiences or events using |
|effective technique, |effective technique, relevant |effective technique, relevant |
|descriptive details, and clear |descriptive details, and well- |descriptive details, and well- |
|event sequences. |structured event sequences. |structured event sequences. |
|a. Orient the reader by establishing a |a. Engage and orient the reader by establishing a |a. Engage and orient the reader by |
|situation and introducing a narrator and/or|context and introducing a narrator and/or |establishing a context and point of view and |
|characters; organize an event sequence that|characters; organize an event sequence that unfolds |introducing a narrator and/or characters; |
|unfolds naturally. |naturally and logically. |organize an event sequence that unfolds |
|b. Use narrative techniques, such as |b. Use narrative techniques, such as dialogue, |naturally and logically. |
|dialogue, description, and pacing, to |pacing, and description, to develop experiences, |b. Use narrative techniques, such as |
|develop experiences and events or show the |events, and/or characters. |dialogue, pacing, and description, to develop|
|responses of characters to situations. |c. Use a variety of transition words, phrases, and |experiences, events, and/or characters. |
|c. Use a variety of transitional words, |clauses to convey sequence and signal shifts from |c. Use a variety of transition words, |
|phrases, and clauses to manage the sequence|one time frame or setting to another. |phrases, and clauses to convey sequence and |
|of events. |d. Use precise words and phrases, relevant |signal shifts from one time frame or setting |
|d. Use concrete words and phrases and |descriptive details, and sensory language to convey |to another. |
|sensory details to convey experiences and |experiences and events. |d. Use precise words and phrases, relevant |
|events precisely. |e. Provide a conclusion that follows from the |descriptive details, and sensory language to |
|e. Provide a conclusion that follows |narrated experiences or events. |capture the action and convey experiences and|
|from the narrated experiences or events. | |events. |
| | |e. Provide a conclusion that follows from |
| | |and reflects on the narrated experiences or |
| | |events. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Narrative writing |Good authors of narrative writing effectively |Select/identify real or imagined experiences |
|Topic |develop real or imagined experiences or events to |or event(s) to tell about |
|Event(s) (topic and situation-what |tell a story that engages the reader. |Select/identify details about an event(s) and|
|happened. For example, “my dog” is a topic;| |people |
|“my dog ate my homework” is an event) |Good authors use model/example texts to guide them |differentiating between relevant and |
|Character types |as they compose their own narrative pieces. |irrelevant details |
|Narrator | |addressing the needs of the audience |
|Dialogue |Good authors use narrative elements to develop other|selecting an organizational pattern (sequence|
|Elaboration |kinds of writing such as argumentative and |of events) appropriate for the topic and |
|Awareness of audience |informational texts. |purpose |
|Description | |Select an appropriate writing form |
|Reaction/response (e.g., Why was the event | |Write narratives to |
|important? How did the event make you | |develop real or imagined |
|feel?) | |experiences or events using |
|Organizational pattern(s)/sequence of | |effective techniques |
|events (e.g., chronological, reflective, | |descriptive details, and well-structured |
|flashback) | |event sequences by |
|Relevant, concrete details/examples | |orienting the reader by establishing a |
|Difference between relevant and irrelevant | |context and introducing a narrator and/or |
|details | |characters |
|Sensory images (e.g., figurative language: | |organizing an event sequence that unfolds |
|descriptions of how things look, feel, | |naturally and logically |
|smell, taste, sound) | |using narrative techniques, such as dialogue,|
|Transitional words and phrases | |description, and pacing, to develop |
|Closure/ending/conclusion | |experiences, events and/or characters |
|Forms (e.g., short stories, journals, | |using a variety of transition words, phrases,|
|poems, personal essays, memoir) | |and clauses to convey sequence and signal |
|Mood/reader’s reaction (e.g., humorous, | |shifts from one time frame or setting to |
|light, mysterious) | |another |
| | |using precise words and phrases, relevant |
| | |descriptive details, and sensory language to |
| | |convey experiences and events, and to create |
| | |mood |
| | |providing a conclusion that follows from the |
| | |narrated experiences or events or achieves a |
| | |desired effect |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 6) |
|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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