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A Mountain of a Name Change: Learning Standards

Common Core

Persuasive

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Common Core Standards

http://www.corestandards.org/ELA-Literacy/W/7/ (Adopted 2010)

 

Grade 7

 

PERSUASIVE ESSAYS

 

CCSS.ELA-LITERACY.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

 

CCSS.ELA-LITERACY.W.7.1.A

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

 

CCSS.ELA-LITERACY.W.7.1.B

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

 

CCSS.ELA-LITERACY.W.7.1.C

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

 

CCSS.ELA-LITERACY.W.7.1.D

Establish and maintain a formal style.

 

CCSS.ELA-LITERACY.W.7.1.E

Provide a concluding statement or section that follows from and supports the argument presented.

 

CCSS.ELA-LITERACY.W.7.4

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.7.5

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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)

 

CCSS.ELA-LITERACY.W.7.10

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

Persuasive

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ALASKA

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

 

Grade 7    

 

Persuasive Essays

 

Text Types and Purposes

 

Write arguments to support claims with clear reasons and relevant evidence.

 

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

 

Production and Distribution of Writing

 

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

 

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 7.)

 

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.

 

Arizona

Persuasive

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ARIZONA

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

 

Grade 7    

 

Persuasive Essays

 

Text Types and Purposes

 

  1. Write arguments to support claims with clear reasons and relevant evidence.

 

  1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

  2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

  4. Establish and maintain a formal style.

  5. Provide a concluding statement or section that follows from and supports the argument presented. (7.W.1)

 

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. (7.W.4)

 

  1. Produce clear and coherent functional writing (e.g., formal letters,  experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and  organization are appropriate to the task, purpose, and audience. (AZ.7.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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.) (7.W.5)

 

Research to Build and Present Knowledge

 

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

 

  1. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").(7.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. (7.W.10)

 

Indiana

Persuasive

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INDIANA

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

 

Grade 7    

 

Persuasive Essays

 

7.W.3.1    Write arguments in a variety of forms that –

 

  • Introduce claim(s), acknowledge alternate or opposing claims, and use appropriate organizational structures.

 

  • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

 

  • Establish and maintain a consistent style and tone appropriate to purpose and audience.

 

  • Use effective transitions to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

 

  • Provide a concluding statement or section that follows from and supports the argument presented.

 

 

7.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.

 

Nebraska

Persuasive

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NEBRASKA

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

 

Grade 7    

 

Persuasive Essays

 

LA 7.2     Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 7.2.1  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 7.2.1.a    Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.

 

LA 7.2.1.b    Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience, and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

 

LA 7.2.1.d    Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

 

LA 7.2.1.e    Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

 

LA 7.2.1.g    Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

 

LA 7.2.1.h    Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

 

LA 7.2.1.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 7.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 7.2.2.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 7.2.2.b    Provide evidence from literary or informational text to support analysis, reflection, and research.

 

LA 7.2.2.d    Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

Oklahoma

Persuasive

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OKLAHOMA

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

 

Grade 7    

 

Persuasive Essays

 

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

1. Use a writing process to develop composition skills. Students are expected to use prewriting strategies, write and revise multiple drafts, edit, and share their compositions.

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

3. Use spatial, chronological, and climactic organizational patterns as appropriate to purpose.

4. Use effective transitions between sentences and paragraphs.

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

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

7. Edit for errors in Standard English usage, sentence structure, mechanics, and spelling.

8. Publish and present writing 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 7, write narrative, expository, persuasive, argumentative, reflective, and descriptive modes of at least 500 to 750 words. Introduce biographical and autobiographical narratives and write summaries of grade-level-appropriate reading material. The writing demonstrates a command of Standard English and the research, organization, and drafting strategies outlined in the writing process as well as an awareness of the audience (intended reader) and purpose for writing.

 

3. Compose persuasive/argumentative compositions that:

a. state a clear position or perspective in support of a proposition or proposal.

b. describe the points in support of the proposition, employing well-articulated evidence, and effective emotional appeal.

c. predict, identify, and address reader concerns and counterarguments. Example: In preparation for an upcoming student election, choose a candidate and write speeches and make posters that will make this candidate especially appealing to the other students (the voters).

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

Example: Write stories and reports showing a variety of word choices, or review a favorite book or film.

 

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

Persuasive

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PENNSYLVANIA CORE STANDARDS

http://www.pdesas.org/standard/PACore (Amended 2014)

 

Grade 7


 

Persuasive Essays

 

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.1.4.7.M

Write narratives to develop real or imagined experiences or events.

 

CC.1.4.7.N

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

 

CC.1.4.7.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 capture the action and convey experiences and events.

 

CC.1.4.7.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 and reflects on the narrated experiences and events.

 

CC.1.4.7.Q

Write with an awareness of the stylistic aspects of writing.

  • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

  • Use sentences of varying lengths and complexities.

  • Use precise language.

  • Develop and maintain a consistent voice.

 

CC.1.4.7.R

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

 

CC.1.4.7.T

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, focusing on how well purpose and audience have been addressed.

 

CC.1.4.7.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 

Narrative

SOUTH CAROLINA

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

 

Grade 7

 

Narrative Essays

 

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 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

 

a. develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically;

d. use dialogue, pacing, and manipulation of time to develop experiences, events, and/or characters;

e. use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events and develop characters;

h. provide a conclusion that follows from and reflects on narrated experiences or events.

 

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

Persuasive

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

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

 

Grade 7

 

Narrative Essays

 

(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 ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions 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.

(15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A)  write an imaginative story that:

(i)  sustains reader interest;

(ii)  includes well-paced action and an engaging story line;

(iii)  creates a specific, believable setting through the use of sensory details;

(iv)  develops interesting characters; and

(v)  uses a range of literary strategies and devices to enhance the style and tone; and

(16)  Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

 

Virginia

Persuasive

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VIRGINIA ELA STANDARDS AND SKILLS

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

 

Grade 7


 

Persuasive Essays

 

7.7  The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.

 

a)    Identify intended audience.

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.     

f)    Write multi-paragraph compositions with unity elaborating the central idea.    

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)    Use clauses and phrases for sentence variety.

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

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

 

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

  • identify intended audience and purpose.

  • use a variety of prewriting strategies including:

    • brainstorming;
    • webbing;
    • mapping;
    • outlining;
    • clustering;
    • listing; and
    • using graphic organizers.
  • explain, analyze, or summarize a topic.

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

  • differentiate between a thesis statement and a topic sentence.

  • choose an appropriate strategy for organizing ideas such as comparison/contrast, personal narrative, cause/effect, etc., and  provide transitions between ideas.

  • create multi-paragraph compositions focusing on a central idea and using elaborating details, reasons, or examples as appropriate for audience and purpose.

  • include an appropriate introduction and satisfying conclusion.

  • sustain a formal style.

  • use written expression to draft and revise compositions with attention to:

    • voice;
    • tone;
    • selection of information;
    • embedded phrases and clauses that clarify meaning;
    • vivid and precise vocabulary;
    • figurative language; and
    • sentence variety.
  • recognize terms illustrative of tone, such as, but not limited to:

    • serious;
    • sarcastic;
    • objective;
    • enthusiastic;
    • solemn;
    • humorous;
    • hostile;
    • personal; and
    • impersonal.
  • apply revising procedures in peer and self-review, including:

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

 

  • use available computer technology to assist throughout the writing process.

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Last modified
16:17, 8 Jan 2016

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