http://www.corestandards.org/ELA-Literacy/W/7/ (Adopted 2010)
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows from the narrated experiences or events.
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.
https://education.alaska.gov/standards/ (Adopted 2012)
Text Types and Purposes
Production and Distribution of Writing
Range of Writing
http://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards/ (Adopted 2016)
Text Types and Purposes
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.
Production and Distribution of Writing
6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.W.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.
6.W.6 Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.
Research to Build and Present Knowledge
6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
http://www.fldoe.org/academics/standards/florida-standards/educator-resources.stml (Adopted 2014)
LAFS.6.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.6.W.2.5 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.
LAFS.6.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
LAFS.6.W.3.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
LAFS.6.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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”).
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”).
http://www.doe.in.gov/standards/englishlanguage-arts (Adopted 2014)
Writing Genres: Argumentative, Informative, and Narrative
6.W.3.3 Write narrative compositions in a variety of forms that –
The Writing Process
6.W.4 Apply the writing process to –
https://iowacore.gov/iowa-core/subject/literacy (Adopted 2012)
Text Types and Purposes
W.6.31 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Provide a conclusion that follows from the narrated experiences or events.
Provide a concluding statement or section that follows from the information or explanation presented.
Production and Distribution of Writing
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)
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)
Research to Build and Present Knowledge
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
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.
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.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
http://www.state.nj.us/education/cccs/2016/ela/ (Adopted 2016)
W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.
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.
W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
http://ok.gov/sde/oklahoma-academic-standards#OC3ELA (Amended 2016)
Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
6.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
6.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
6.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
6.2.W.4 Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.
6.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
Writing: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.
6.3.W.1 Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.
Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
6.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
6.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
6.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
6.5.W.2 Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.
6.5.W.3 Students will use intensive and reflexive pronouns.
6.5.W.4 Students will recognize and correct inappropriate shifts in pronoun number and person.
6.5.W.5 Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
http://www.pdesas.org/standard/PACore (Amended 2014)
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.M
Write narratives to develop real or imagined experiences or events.
CC.1.4.6.N
Engage and orient the reader by establishing a context and introducing a narrator and/or characters.
CC.1.4.6.O
Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CC.1.4.6.P
Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events.
CC.1.4.6.Q
Write with an awareness of the stylistic aspects of writing.
CC.1.4.6.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
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.
http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/ (Adopted 2015)
Fundamentals of Writing
Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
http://www.tennessee.gov/education/article/english-language-arts-standards (Adopted 2017)
6.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.
6.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.W.PDW.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.
6.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; type a complete product in a single sitting as defined in W.1-3.
6.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.
http://tea.texas.gov/curriculum/teks/ (Amended 2010)
http://www.doe.virginia.gov (Adopted 2010)
6.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
a. Engage in writing as a recursive process.
b. Choose audience and purpose.
c. Use a variety of prewriting strategies to generate and organize ideas.
d. Organize writing to fit mode or topic.
e. Write narratives to include characters, plot, setting, and point of view.
f. Establish a central idea incorporating evidence and maintaining an organized structure.
h. Write multiparagraph compositions with elaboration and unity.
i. Use transition words and phrases.
j. Select vocabulary and information to enhance the central idea, tone, and voice.
k. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete
sentences.
l. Revise writing for clarity of content including specific vocabulary and information.
6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a. Use subject-verb agreement with intervening phrases and clauses.
b. Use pronoun-antecedent agreement to include indefinite pronouns.
c. Maintain consistent verb tense across paragraphs.
d. Eliminate double negatives.
e. Use quotation marks with dialogue.
f. Choose adverbs to describe verbs, adjectives, and other adverbs.
g. Use correct spelling for frequently used words.
h. Use subordinating and coordinating conjunctions.