Grade 6

Informational Writing

Writing Literary Text

Persuasive Writing

Progress Indicator: Independently locating information from two or more reference sources (e.g., print, and non- print) to obtain factual information on a topic; listing/citing sources using an established format 

Progress Indicator: using organizational strategies (e.g., graphic organizers, outlining) to analyze information and show relationships (e.g., compare/contrast, cause/effect, problem/solution) related to topics/subtopics

Progress Indicator: establishing a central idea about a topic, investigation, issue, or event to introduce a focus/ controlling idea (e.g., “Daily life in pioneer times was difficult in many ways.”)

Progress Indicator: selecting relevant facts, details, specialized domain-specific vocabulary, examples, or quotations to support focus/controlling idea

Progress Indicator: maintaining a (formal) style and text structure(s) of longer writing pieces appropriate to purpose and genre, including use of transitional words and phrases to connect ideas

Progress Indicator: incorporating text features (e.g., numbering, bullets, white space, captioned pictures, labeled diagrams, charts) to enhance clarity and meaning 

Progress Indicator: writing a conclusion that links back to the focus/central idea and provides a sense of closure

Progress Indicator: applying editing (subject-verb, pronoun use, verb tense, transitions, sentence variety, etc.) and revision strategies to full texts that clarify intent and meaning, making judgments about accuracy of evidence and cohesion of text/visual/auditory components

Progress Indicator: Employing strategies (e.g., writing log, mentor texts, peer conferencing) to develop characters, story lines, central message/theme

Progress Indicator: setting the context and tone (e.g., opening lead to ‘hook’ readers) and establishing a point of view

Progress Indicator: maintaining a point of view, style, and text structure appropriate to purpose and genre; using transitions to connect episodes/scenes and control pacing

Progress Indicator: selecting concrete and sensory details, precise vocabulary, and dialogue to enhance imagery and tone (e.g., depict character traits, motivations, actions, and interactions)

Progress Indicator: developing a plot that includes tension (e.g., conflict-resolution) that unfolds through one or more episodes/scenes

Progress Indicator: refining overall coherence through literary techniques (e.g., imagery, personification, description) 

Progress Indicator: organizing texts with title and focus (introduce who, what, why) and connecting problem-solution

Progress Indicator: applying editing and revision strategies to full texts that clarify intent and meaning, making judgments about impact on reader interpretation and cohesion of text (e.g., transitions, illustrations, subject-verb, pronoun use, verb tense, etc.)

Progress Indicator: using strategies to better understand genres of persuasive writing (e.g., discuss opposing perspectives; analyze mentor texts- ads, essays, book/movie reviews, speeches, propaganda techniques) 

Progress Indicator: using varied sources and locating evidence to obtain factual and contextual information on a topic or text to better understand possible perspectives/points of view

Progress Indicator: establishing a perspective on a topic or text in order to introduce a focus (claim/thesis) and provide context (e.g., circumstance of the problem; historical period) and plan a chain of logic to be presented.

Progress Indicator: selecting and organizing relevant facts, text evidence/quotes or examples to support focus (claim/thesis) and possible opposing claims of the potential audience

Progress Indicator: developing a chain of reasoning for the thesis using elaboration to explain logical reasons or rationale, meaningful transitions showing points and potential counterpoints, and techniques (e.g., language use, emotional appeal, progression of ideas, propaganda strategies) which contribute to the impact on readers

Progress Indicator: incorporating text features (e.g., numbering, bullets, captioned pictures, labeled diagrams, data tables) to enhance and justify support for claims 

Progress Indicator: writing a conclusion that links back to the focus (claim/thesis), summarizes logic of reasoning, and provides a sense of closure for conclusions drawn  

Progress Indicator: applying editing (subject-verb, pronoun use, verb tense, transitions, sentence variety, etc.) and revision strategies to full texts that clarify intent and meaning. Making judgments about accuracy and relevance of evidence, cohesion of text/visual/auditory components, and approach to addressing audience needs (e.g., emotion, interest, sense of humor, potential objections)

Gather information (e.g., highlight, quote, or paraphrase from source) relevant to the topic from print and/or digital sources. 

Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.  

Provide a bibliography for sources that contributed to the content within a writing piece.

With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion). 

Organize ideas, concepts, and information (e.g., using definition, classification, comparison/contrast, cause/effect).

Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product).  

Provide an introduction that includes context/background information to establish a central idea or focus about a topic.  

Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Use transitional words, phrases, and clauses to connect ideas and create cohesion within writing.  

Maintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, and voice should be active versus passive).

Include formatting (e.g., headings, bulleted information), graphics (e.g., charts, tables), and multimedia when useful to promote understanding. 

Provide a concluding statement or section that follows from and summarizes the information presented.

With guidance and support from peers and adults, strengthen writing as needed by revising and editing. 

Produce a clear coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (e.g., reader).

With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).

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

Organize ideas and events so that they unfold naturally. 

When appropriate, 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. 

No CCCs developed for this PI at 6th grade 

Use figurative language appropriately, including similes and metaphors.  

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

Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain), and audience.  

With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).

Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument).  

Distinguish claims presented orally or in writing that are supported by reasons and evidence from claims that are not.

With guidance and support from peers and adults, develop a plan for writing ( e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).

Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources. 

Provide a bibliography for sources that contributed to the content within a writing piece.

Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.  

Provide an introduction that introduces the writer’s claim within persuasive text.

Create an organizational structure in which ideas are logically grouped to support the writer’s claim.

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

Use words, phrases, and clauses to link claims and reasons.

No CCCs written for this PI

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

Produce a clear and coherent permanent product that is appropriate to the specific task, purpose (e.g., to persuade), and audience. 

With guidance and support from peers and adults, strengthen writing by revising and editing.