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Lights, Camera, Action?: Learning Standards

Standards

Virginia

 

Common Core

 

Persuasive

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Common Core Standards

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

 

Grade 6

 

PERSUASIVE ESSAYS

 

CCSS.ELA-LITERACY.W.6.1

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

 

CCSS.ELA-LITERACY.W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.

 

CCSS.ELA-LITERACY.W.6.1.B

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

 

CCSS.ELA-LITERACY.W.6.1.C

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

 

CCSS.ELA-LITERACY.W.6.1.D

Establish and maintain a formal style.

 

CCSS.ELA-LITERACY.W.6.1.E

Provide a concluding statement or section that follows from the argument 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

Persuasive

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ALASKA

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

 

Grade 6    

 

Persuasive Essays

 

Text Types and Purposes

 

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

 

a. Introduce claim(s) and organize the reasons and evidence clearly.

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

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

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from 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 6.)

 

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 6    

 

Persuasive Essays

 

Text Types and Purposes

 

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

 

  1. Introduce claim(s) and organize the reasons and evidence clearly.

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

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

  4. Establish and maintain a formal style.

  5. Provide a concluding statement or section that follows from the argument presented. (6.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. (6.W.4)

 

  1. Produce clear and coherent functional writing (e.g., formal letters, recipes, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions) in which the development and  organization are appropriate to the task, purpose, and audience. (AZ.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.

 

  1. 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

Persuasive

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INDIANA

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

 

Grade 6    

 

Persuasive Essays

 

6.W.3.1

Write arguments in a variety of forms that –

 

● Introduce claim(s), using strategies such as textual analysis, comparison/contrast and cause/effect.

 

● Use an organizational structure to group related ideas that support the argument.

 

● Support claim(s) with clear reasons and relevant evidence, using 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 appropriate transitions that enhance the progression of the text and clarify the relationships among claim(s) and reasons.

 

● Provide a concluding statement or section that follows from the argument 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.

 

 

 

Nebraska 

Persuasive

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NEBRASKA

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

 

Grade 6    

 

Persuasive Essays

 

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 

Persuasive

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OKLAHOMA

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

 

Grade 6    

 

Persuasive Essays

 

*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.

 

*(2) Standard - 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.

 

3. Compose persuasive/argumentative compositions that:

a. state a clear position on a proposition or proposal.

b. support the position with organized and relevant evidence and effective emotional appeals.

c. predict, identify, and address reader concerns and counterarguments. Example: Write a persuasive paper on how the class should celebrate the end of the school year, including adequate reasons for why the class should participate in the activity described.

 

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.

 

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 6

 

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.1.4.6.G

Write arguments to support claims.

 

CC.1.4.6.H

Introduce and state an opinion on a topic.

 

CC.1.4.6.I

Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic.

 

CC.1.4.6.J

Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows from the argument presented.

 

CC.1.4.6.K

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.L

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.

South Carolina

SOUTH CAROLINA

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

 

Grade 6    

 

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

 
  1. Write arguments that:

 

a. introduce a focused claim and organize reasons and evidence clearly;

b. use information from multiple print and multimedia sources;

c. support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text;

d. use an organizational structure that provides unity and clarity among claims, reasons, and evidence;

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

f.  paraphrase, quote, and summarize, avoiding plagiarism and providing basic bibliographic information for sources;

g. establish and maintain a formal style; and

h. provide a conclusion that follows from and supports the argument.

 

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 6

 

Persuasive 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 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.

(18)  Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.



 

 

Virginia

Persuasive

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VIRGINIA ELA STANDARDS AND SKILLS

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

 

Grade 6    

 

Persuasive Essays

 

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:

 

  • 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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