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Rome and China: Learning Standards

Standards

Virginia

 

 

Common Core

Grade 6 | Informative Essay Standards

Common Core Standards

http://www.corestandards.org/ELA-Literacy/W/6/ (Adopted 2010)

 

 

CCSS.ELA-LITERACY.W.6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

CCSS.ELA-LITERACY.W.6.2.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.

 

CCSS.ELA-LITERACY.W.6.2.B

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

 

CCSS.ELA-LITERACY.W.6.2.C

Use appropriate transitions to clarify the relationships among ideas and concepts.

 

CCSS.ELA-LITERACY.W.6.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.

 

CCSS.ELA-LITERACY.W.6.2.E

Establish and maintain a formal style.

 

CCSS.ELA-LITERACY.W.6.2.F

Provide a concluding statement or section that follows from the information or explanation presented.

 

CCSS.ELA-LITERACY.W.6.4

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.)

 

CCSS.ELA-LITERACY.W.6.5

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 here.)

 

CCSS.ELA-LITERACY.W.6.10

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.

 

 

Alaska

Grade 6 | Informative Essay Standards

https://education.alaska.gov/standards/  (Adopted 2012)

 

Text Types and Purposes

 

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or explanation presented.

 

 

Production and Distribution of Writing

 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

5. 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.)

 

 

Range of Writing

 

10. 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.

 

 

Arizona

Grade 6 | Informative Essay Standards

http://www.azed.gov/standards-practices/englishlanguageartsstandards/ (Adopted 2010)

 

Text Types and Purposes

 

  1. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or explanation presented. (6.W.2)

 

Production and Distribution of Writing

 

  1. 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. (6.W.4)

 

  1. 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.) (6.W.5)

 

Research to Build and Present Knowledge

 

  1. Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").

b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). (6.W.9)

 

Range of Writing

 

  1. 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 tasks, purposes, and audiences. (6.W.10)

 

 

Indiana

Grade 6 | Informative Essay Standards

http://www.doe.in.gov/standards/englishlanguage-arts  (Adopted 2014)

 

6.W.3.2 Write narrative compositions in a variety of forms that –

  • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition and classification. 
  • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
  • Use appropriate transitions to clarify the relationships among ideas and concepts.
  • Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • Establish and maintain a style appropriate to purpose and audience.
  • Provide a concluding statement or section that follows from the information or explanation presented. 

 

6.W.4 Apply the writing process to –

  • Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

 

 

Iowa

Grade 6 | Informative Essay Standards

https://iowacore.gov/iowa-core/subject/literacy  (Adopted 2012)

 

Text Types and Purposes

 

1. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.    

 

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.        

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.    

f. Provide a concluding statement or section that follows from the information or explanation presented.  

                                 

 

Production and Distribution of Writing
 

4.  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)  

 

5.  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)

 

9.  Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

10.  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.

 

 

Nebraska

Grade 6 | Informative Essay Standards

http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)

 

LA 6.2 Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 6.2.1  Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

 

LA 6.2.1.a   Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.

LA 6.2.1.b   Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

LA 6.2.1.d   Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

LA 6.2.1.e   Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

LA 6.2.1.g   Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

LA 6.2.1.h   Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics). 

LA 6.2.1.i   Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

 

LA 6.2.2  Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 6.2.2.a   Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

LA 6.2.2.b   Provide evidence from literary or informational text to support analysis, reflection, and research.

LA 6.2.2.d   Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

 

Oklahoma

Grade 6 | Informative Essay Standards

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Standard 1: Writing Process. The student will use the writing process to write coherently.

 

1. Use a variety of prewriting strategies such as brainstorming, webbing, or using other graphic organizers to develop an idea appropriate for the intended audience, purpose, and topic.

2. Add details, examples, reasons, and evidence to develop and support an idea.

3. Use organizational patterns such as spatial, chronological/sequential, cause and effect or climactic as appropriate to purpose.

4. Use effective transitions for effective blending of sentences and paragraphs.

5. Use precise and vivid word choices, including figurative language, that convey specific meaning and tone.

6. Use a variety of sentence types and lengths to contribute to fluency and interest.

7. Using standard editing marks, edit for errors in Standard English usage, sentence structure, mechanics, and spelling.

8. Publish and present to peers and adults.

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes. At Grade 6, write narrative, expository, persuasive, argumentative, reflective, and descriptive modes of at least 500 to 700 words, demonstrating a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

2. Compose expository test including descriptions, explanations, comparison and contrast, and problem and solution compositions that:

a. state the thesis (position on the topic), main idea, or purpose.

b. explain the situation including supporting paragraphs with facts, details, and explanations.

c. organize the composition clearly and appropriately for the purpose of the writing.

d. include evidence and supporting details by paraphrasing from speakers, newspapers, magazines, media sources, or reference books to support arguments and conclusions. Example: Write successive drafts of a one or two page newspaper article about school carnival activities, including details to support the main topic and allow the reader to compare and contrast the different carnival activities described or a description of a school event including details to support the main idea.)

 

4. Compose reflective papers that may address one of the following purposes:

a. express the individual's insight into conditions or situations.

b. compare a scene from a work of fiction with a lesson learned from experience.

c. complete a self-evaluation. Example: Write a self-evaluation on a personal strength.

5. Write responses to literature, including poetry, that:

a. include an interpretation that shows careful reading, understanding, and insight.

b. organize the interpretation around several clear ideas.

c. develop and justify the interpretation through the use of examples and evidence from the text. Example: After reading a novel, write a final chapter to the book describing what happens to the main character after the point where the book ends and how it is supported by the rest of the narrative.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Example: Write stories, reports, and letters showing a variety of word choices, or review a favorite book or film.

 

7. Compose summaries of reading material that:

a. include the main idea and most significant details.

b. use the student’s own words except for direct quotations.

9. Use appropriate essay test-taking and time-writing strategies that:

a. address and analyze the question (prompt).

b. use organizational methods required by the prompt.

c. utilize an editing checklist or assessment rubric, if provided.

 

 

Pennsylvania

Grade 6 | Informative Essay Standards

PENNSYLVANIA CORE STANDARDS

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.6.A

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

 

CC.1.4.6.B

Identify and introduce the topic for the intended audience.

 

CC.1.4.6.C

Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

 

CC.1.4.6.D

Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

 

CC.1.4.6.E

  • Write with an awareness of the stylistic aspects of composition.
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Use sentences of varying lengths and complexities.
  • Develop and maintain a consistent voice.
  • Establish and maintain a formal style.

 

CC.1.4.6.F

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 

CC.1.4.6.S

Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.

 

CC.1.4.6.T

With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.

 

CC.1.4.6.X

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.

 

 

South Carolina

Grade 6 | Informative Essay Standards

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

Fundamentals of Writing

 

  • Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
  • Interact and collaborate with peers and adults to develop and strengthen writing.
  • Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
  • Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
  • Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

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.

 

2.1 Write informative/explanatory texts that:

a. introduce a focused topic;

b. use relevant information from multiple print and multimedia sources;

c. use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information;

d. use credible sources;

f. develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;

g. develop and strengthen writing as needed by planning, revising, editing, rewriting;

h. paraphrase, quote, and summarize to avoid plagiarism;

j. use appropriate transitions to clarify the relationships among ideas and concepts;

k. use precise language and domain-specific vocabulary to inform or explain the topic;

l. establish and maintain a style and tone authentic to the purpose;

m. provide a concluding statement or section that follows the information or explanation presented.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

 


 

Texas

Grade 6 | Informative Essay Standards

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

  

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C)  revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

 

(17)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A)  create multi-paragraph essays to convey information about a topic that:

(i)  present effective introductions and concluding paragraphs;

(ii)  guide and inform the reader's understanding of key ideas and evidence;

(iii)  include specific facts, details, and examples in an appropriately organized structure; and

(iv)  use a variety of sentence structures and transitions to link paragraphs;

(B)  write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing);

(C)  write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

 

Virginia

Grade 6 | Informative Essay Standards

VIRGINIA ELA STANDARDS AND SKILLS

http://www.doe.virginia.gov (Adopted 2010)

 

6.7  The student will write narration, description, exposition, and persuasion.

 

a) Identify audience and purpose.

b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

c) Organize writing structure to fit mode or topic.

d) Establish a central idea and organization.

e) Compose a topic sentence or thesis statement if appropriate.

f) Write multi-paragraph compositions with elaboration and unity.

g) Select vocabulary and information to enhance the central idea, tone, and voice.

h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

i) Revise sentences for clarity of content including specific vocabulary and information.

j) Use computer technology to plan, draft, revise, edit, and publish writing.

 

To be successful with this standard, students are expected to:

 

  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.

  • Write using strategies such as definition, classification comparison/contrast, and cause/effect.

  • Develop the topic using  relevant facts, definitions, details, quotations, and/or examples.

 

  • Use transitional words or phrases to connect parts of sentences in order to:

    • show relationships between ideas;
    • signal a shift or change in the writer's thoughts;
    • signal levels of importance;
    • suggest a pattern of organization; and
    • make sentences clearer.

 

  • Establish and maintain a formal style of writing when appropriate.

  • Provide an appropriate conclusion for the purpose and mode of writing.

  • Identify audience and purpose for any piece of writing.

 

  • Use selected prewriting techniques, such as:

    • brainstorming;
    • webbing;
    • mapping;
    • clustering;
    • listing;
    • organizing graphically;
    • questioning; and
    • outlining.

 

  • Write using descriptive details.

 

  • Elaborate to:

    • give detail;
    • add depth; and
    • continue the flow of an idea.

​​​​​​​

  • Write an effective thesis statement focusing, limiting, or narrowing the topic.

  • Differentiate between a thesis statement and a topic sentence.

  • Write more than one paragraph on any central theme or topic demonstrating elaboration, coherence, and unity.

  • Incorporate variety into sentences

​​​​​​​

  • Understand that revising to improve a draft includes:

    • rereading;
    • reflecting;
    • rethinking; and
    • rewriting.

 

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20:34, 7 Apr 2017

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