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Green Fingers Part 2: Learning Standards

Standards

Virginia

 

Common Core

Narrative

Common Core Standards

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

 

Grade 6

 

NARRATIVE ESSAYS

 

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.

 

Alaska

Narrative

Edit section

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

 

Grade 6

 

Narrative Essays

 

Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

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.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

 

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

Narrative

Edit section

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

 

Grade 6

 

Narrative Essays

 

Text Types and Purposes

 

  1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

  1. 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.

  2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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

  4. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

  5. Provide a conclusion that follows from the narrated experiences or events. (6.W.3)

 

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)

 

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

 

Narrative

Edit section

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

 

Grade 6

Narrative Essays

 

6.W.3.3

Write narrative compositions in a variety of forms that –

 

● Engage and orient the reader by developing an exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or characters).

 

● Organize an event sequence (e.g., conflict, climax, resolution) 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.

 

● Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

 

● Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

 

● Provide an ending that follows from the narrated experiences or events.

 

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 

Narrative

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

 

Grade 6

Narrative 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.d

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

 

Oklahoma 

Narrative

Edit section

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

 

Grade 6    

 

Narrative 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.

 

1. Compose fictional, biographical, and autobiographical narratives that:

a. establish and develop a plot and setting with a distinct beginning, middle, and ending.

b. establish and develop a setting, characters, and point of view appropriate for the narrative.

c. use a range of narrative devices, such as dialogue or suspense.

d. adjust tone and style as necessary to make writing interesting and engaging to the audience.

 

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

Narrative

Edit section

PENNSYLVANIA CORE STANDARDS

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

 

Grade 6

Narrative 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.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.

  • Vary sentence patterns for meaning, reader/listener interest, and style.

  • Use precise language.

  • Develop and maintain a consistent voice.

 

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.

 

South Carolina 

Narrative

SOUTH CAROLINA

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

 

Grade 6

 

Informative 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 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

Narrative

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

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

 

Grade 6

 

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 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.

(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 imaginative stories that include:

(i)  a clearly defined focus, plot, and point of view;

(ii)  a specific, believable setting created through the use of sensory details; and

(iii)  dialogue that develops the story; 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

Narrative

Edit section

VIRGINIA ELA STANDARDS AND SKILLS

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

 

Grade 6    


 

Narrative 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 real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.

  • 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.

  • 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 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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