6 th GRADE INFORMATIVE/EXPLANATORY. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly

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1 6 th GRADE INFORMATIVE/EXPLANATORY Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly FOCUS Identify and introduce the topic for the intended audience. CONTENT Introduce a topic for the intended audience: organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect to support the writer s purpose. Introduce text(s) for the intended audience, state a topic, and create an organizational structure in which ideas are logically grouped to support the writer s purpose. 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. ORGANIZATION Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Develop the analysis using relevant evidence form text(s) to support claims, opinions, and inferences and demonstrating an understanding of the text(s). 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. CONVENTIONS STYLE Use appropriate transitions to clarify the relationships among ideas and concepts. Provide a concluding section that follows from the information or explanation presented. Use appropriate transitions to clarify the relationships among ideas and concepts. Provide a concluding section that follows from the analysis presented. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling See Conventions Benchmarks 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. Use precise language. Develop and maintain a consistent voice.

2 Establish and maintain a formal style. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Maintain consistency in style and tone. Choose words and phrases to convey ideas precisely. Use precise language and domain-specific vocabulary to inform about or explain the topic. RESPONSE TO LITERATURE Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. PRODUCTION AND DISTRIBUTION OF WRITING With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. TECHNOLOGY AND PUBLICATION 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 pates in a single sitting. CONDUCTING RESEARCH Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CREDIBILITY, RELIABILITY, VALIDITY OF SOURCES Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of other while avoiding plagiarism and providing basic bibliographic information for sources. 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

3 6 th GRADE OPINION/ARGUMENT Write arguments to support claims FOCUS Introduce and state an opinion on a topic. CONTENT Introduce claim(s) for the intended audience and support the writer s purpose by organizing the reasons and evidence. Introduce text(s) for the intended audience, state a topic, and create an organizational structure in which ideas are logically grouped to support the writer s purpose. Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic. ORGANIZATION STYLE Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Develop the analysis using relevant evidence from text(s) to support claims, opinions, and inferences and demonstrating an understanding of the text(s). 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. Introduce claim(s) for the intended audience and support the writer s purpose by organizing the reasons and evidence. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Provide a concluding section that reinforces the claims and reasons presented. Use appropriate transitions to clarify the relationships among ideas and concepts. Provide a concluding section that follows from the analysis presented. 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. Use precise language. Develop and maintain a consistent voice. Establish and maintain a formal style. Establish and maintain a formal style. Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone. Choose words and phrases to convey ideas precisely. Choose punctuation for effect. Choose words and phrases for effect. Use precise language and domain-specific vocabulary to inform about or explain the topic.

4 CONVENTIONS Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling See Conventions Benchmarks

5 RESPONSE TO LITERATURE Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. PRODUCTION AND DISTRIBUTION OF WRITING With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. TECHNOLOGY AND PUBLICATION 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 pates in a single sitting. CONDUCTING RESEARCH Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CREDIBILITY, RELIABILITY, VALIDITY OF SOURCES Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of other while avoiding plagiarism and providing basic bibliographic information for sources. 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

6 6 th GRADE NARRATIVE Write narratives to develop real or imagined experiences or events. FOCUS Engage and orient the reader by establishing a context and introducing a narrator and/or characters. CONTENT Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically to support the writer s purpose; maintain a controlling point. 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. ORGANIZATION STYLE 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. 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 on time frame or setting to another; provide a conclusion that follows from the narrated experiences and events. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically to support the writer s purpose; maintain a controlling point. Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another. Provide a conclusion that follows from the narrated experiences or events. 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. CONVENTIONS Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone. Choose words and phrases to convey ideas precisely. Choose punctuation for effect. Choose words and phrases for effect.

7 Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling See Conventions Benchmarks

8 RESPONSE TO LITERATURE Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. PRODUCTION AND DISTRIBUTION OF WRITING With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. TECHNOLOGY AND PUBLICATION 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 pates in a single sitting. CONDUCTING RESEARCH Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CREDIBILITY, RELIABILITY, VALIDITY OF SOURCES Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of other while avoiding plagiarism and providing basic bibliographic information for sources. 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.

9 BENCHMARKS FOR WRITING CONVENTIONS KINDERGARTEN Capitalize fist word in a sentence and pronoun I. Recognize and use end punctuation. Spell simple words phonetically. 1 st GRADE Capitalize dates and names of people. Use end punctuation; use commas in dates and words in series. Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions. 2 nd GRADE Capitalize proper nouns. Use commas and apostrophes appropriately. Spell words drawing on common spelling patterns. Consult reference material as needed. 3 rd GRADE Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Use abstract nouns (e.g. childhood). Form and use regular and irregular verbs. Form and use the simple (e.g. I walked; I walk; I will walk) verb tenses. Ensure subject-verb and pronoun antecedent agreement. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cries, happiness) Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

10 4 th GRADE Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why). For and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. Correctly use frequently confused words (e.g., to, too, two; there, their, they re). Ensure subject-verb and pronoun antecedent agreement. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly. 5 th GRADE Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor). Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. Correctly use frequently confused words (e.g., to, too, two; there, their, they re). Ensure subject-verb and pronoun-antecedent agreement. Use punctuation to separate items in a series. Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag questions from the rest of the sentence (e.g., It s true, isn t it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly. 6 th GRADE

11 Ensure that pronouns are in the proper case (i.e., subjective, objective, possessive). Use intensive pronouns (e.g., myself, ourselves). Recognize and correct inappropriate shifts in pronoun number and person. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). Recognize and correct inappropriate shifts in verb tense. Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. Correctly use frequently confused words (e.g., to, too, two; there, their, they re). Ensure subject-verb and pronoun-antecedent agreement. Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Spell correctly. Use punctuation to separate items in series.