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Playlists: Writing
W.K.1 - W.K.3
Text Types and Purposes
Read more about W.K.1 - W.K.3About the Standards W.K.1 - W.K.3
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Getting Ready to Write
These three videos are whole class activities that require students to organize and write a story independently afterwards.Who What Where (PBS): Students watch a video that explains the three essential parts of every story: who, where, and what.Prewriting: A Visit to the Fire Station: Students learn...
Standards: W.K.2 W.K.3
About the Standards W.K.1 - W.K.3
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
About the Standards W.K.1 - W.K.3
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
W.1.1 - W.1.3
Text Types and Purposes
Read more about W.1.1 - W.1.3About the Standards W.1.1 - W.1.3
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Beginning to Write
These three videos will give very young writers all of the basics they need to get started on expository writing: Nouns in the Desert (Discovery): Students watch a video about nouns. The students find nouns in sentences and then write their own sentence using nouns.Verbs in the Desert (Discovery): S...
Standards: W.1.2 W.1.3
About the Standards W.1.1 - W.1.3
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
About the Standards W.1.1 - W.1.3
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W.2.4 - W.2.6
Production and Distribution of Writing
Read more about W.2.4 - W.2.6About the Standards W.2.4 - W.2.6
W.2.4 (Begins in grade 3)
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Writing Your Own Poetry
This playlist is an introduction to writing poetry. Most of the activities are not audio supported.Louder Than a Clap of Thunder (Scholastic): Students can read the poem independently and then click on the QuickTime link at the bottom of the page to listen to the poem read aloud.Poetry Idea Engine (...
Standards: RL.2.10 W.2.6
About the Standards RL.2.10 - RL.2.10
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards W.2.4 - W.2.6
W.2.4 (Begins in grade 3)
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Drafting and Editing
These three videos teach students about different parts of writing. At the end of each video, students are instructed to write and revise a story.Prewriting: A Visit to the Fire Station (Discovery): Students learn how to use drawings to help with the brainstorming and outlining process.Paragra...
Standards: W.2.5 W.2.6
About the Standards W.2.4 - W.2.6
W.2.4 (Begins in grade 3)
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
About the Standards W.2.4 - W.2.6
W.2.4 (Begins in grade 3)
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.3.1 - W.3.3.d
Text Types and Purposes
Read more about W.3.1 - W.3.3.dAbout the Standards W.3.1 - W.3.3.d
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b Provide reasons that support the opinion.
W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1.d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.b Develop the topic with facts, definitions, and details.
W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3.c Use temporal words and phrases to signal event order.
W.3.3.d Provide a sense of closure.
My Own Fractured Fairy Tale
In this playlist, students will read two “fractured” versions of the story of the Three Little Pigs, then plan and write their own fractured fairy tale.Three Little Tuna and the Great White Shark: Read a fractured fairy tale.Three Little Bees and the Big Bad Bear: Read a fractured fairy tale.Fra...
Standards: RL.3.10 W.3.3.a
About the Standards RL.3.10 - RL.3.10
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
About the Standards W.3.1 - W.3.3.d
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b Provide reasons that support the opinion.
W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1.d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.b Develop the topic with facts, definitions, and details.
W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3.c Use temporal words and phrases to signal event order.
W.3.3.d Provide a sense of closure.
W.3.7 - W.3.9
Research to Build and Present Knowledge
Read more about W.3.7 - W.3.9About the Standards W.3.7 - W.3.9
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.9 (Begins in grade 4)
Note-Taking: Keep It Simple
In this playlist, students will view a demonstration on how to select keywords when note-taking and complete two activities that practice the demonstrated technique.Research Building Blocks - Fact Fragment Frenzy (ReadWriteThink): Students watch a short demo of a think-aloud when taking notes over a...
Standards: RL.3.10 W.3.7 W.3.8
About the Standards RL.3.10 - RL.3.10
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
About the Standards W.3.7 - W.3.9
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.9 (Begins in grade 4)
About the Standards W.3.7 - W.3.9
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.9 (Begins in grade 4)
W.4.7 - W.4.9.b
Research to Build and Present Knowledge
Read more about W.4.7 - W.4.9.bAbout the Standards W.4.7 - W.4.9.b
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Dear Rosa Parks
In this playlist, students will research Rosa Parks and the Montgomery Bus Boycott with multimedia sources. Using a webbing tool, students will gather information about Rosa Parks and the role she played in the Civil Rights movement from a video resource and a written transcript of an interview with...
Standards: RI.4.10 W.4.7 W.4.8
About the Standards RI.4.10 - RI.4.10
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards W.4.7 - W.4.9.b
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
About the Standards W.4.7 - W.4.9.b
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
W.5.4 - W.5.6
Production and Distribution of Writing
Read more about W.5.4 - W.5.6About the Standards W.5.4 - W.5.6
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6 With some guidance and support from adults, 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 two pages in a single sitting.
Writing My Own Story
In this playlist, students will write a poem about themselves, brainstorm ideas to include in a personal autobiography, be inspired by an amateur author, progress through a series of activities to strengthen their understanding of autobiographies, and then be guided through the process of creating t...
Standards: W.5.4 W.5.5 W.5.6
About the Standards W.5.4 - W.5.6
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6 With some guidance and support from adults, 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 two pages in a single sitting.
About the Standards W.5.4 - W.5.6
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6 With some guidance and support from adults, 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 two pages in a single sitting.
About the Standards W.5.4 - W.5.6
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6 With some guidance and support from adults, 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 two pages in a single sitting.
W.6.1 - W.6.3.e
Text Types and Purposes
Read more about W.6.1 - W.6.3.eAbout the Standards W.6.1 - W.6.3.e
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
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.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
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.
Provide a conclusion that follows from the narrated experiences or events
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.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
Winter Break!
Students build their reading and writing skills by reading about topics of their own choosing in science, geography, and history.
Standards: RI.6.1 W.6.1
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards W.6.1 - W.6.3.e
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
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.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
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.
Provide a conclusion that follows from the narrated experiences or events
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.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
Winter Vacation Playlist - Imagine Your Future!
The time available during school vacations can provide a great opportunity for students to think about the bigger picture of their lives and futures. This playlist directs students to explore many exciting careers on Dot Diva and get some advice from first-generation college students on KnowHo...
Standards: RI.6.1 RI.6.2 RI.6.4 RI.7.7 SL.6.5 W.6.3 W.6.6
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.7 - RI.7.9
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words)
RI.7.8 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.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
About the Standards SL.6.4 - SL.6.6
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
About the Standards W.6.1 - W.6.3.e
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
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.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
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.
Provide a conclusion that follows from the narrated experiences or events
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.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
About the Standards W.6.4 - W.6.6
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.)
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.
W.6.6 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 pages in a single sitting.
Planning, Creating, and Revising Original Writing
Throughout these lessons, students will write three different standards-based narratives and essays. Each activity guides students through the writing process including organizing, writing, and revising. While Persuasion Map is focused on writing essays, both the Storybird and Writing with Writers r...
Standards: W.6.1 W.6.2 W.6.3
About the Standards W.6.1 - W.6.3.e
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
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.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
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.
Provide a conclusion that follows from the narrated experiences or events
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.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
About the Standards W.6.1 - W.6.3.e
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
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.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
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.
Provide a conclusion that follows from the narrated experiences or events
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.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
About the Standards W.6.1 - W.6.3.e
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
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.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
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.
Provide a conclusion that follows from the narrated experiences or events
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.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
W.6.4 - W.6.6
Production and Distribution of Writing
Read more about W.6.4 - W.6.6About the Standards W.6.4 - W.6.6
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.)
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.
W.6.6 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 pages in a single sitting.
Winter Vacation Playlist - Imagine Your Future!
The time available during school vacations can provide a great opportunity for students to think about the bigger picture of their lives and futures. This playlist directs students to explore many exciting careers on Dot Diva and get some advice from first-generation college students on KnowHo...
Standards: RI.6.1 RI.6.2 RI.6.4 RI.7.7 SL.6.5 W.6.3 W.6.6
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.7 - RI.7.9
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words)
RI.7.8 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.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
About the Standards SL.6.4 - SL.6.6
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
About the Standards W.6.1 - W.6.3.e
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
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.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
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.
Provide a conclusion that follows from the narrated experiences or events
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.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
About the Standards W.6.4 - W.6.6
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.)
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.
W.6.6 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 pages in a single sitting.
Get into the Writing Groove
This playlist will provide you with a variety of resources and accompanying ways to make writing part of your classroom routine, with a focus on writing about reading. First, students can set up a digital writer’s notebook and routinely summarize and react to their reading by using DogEared as a m...
Standards: W.6.10 W.6.6
About the Standards W.6.10 - W.6.10
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.
About the Standards W.6.4 - W.6.6
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.)
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.
W.6.6 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 pages in a single sitting.
W.6.7 - W.6.9.b
Research to Build and Present Knowledge
Read more about W.6.7 - W.6.9.bAbout the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
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”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b 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”).
Ultimate Understanding, Summer Playlist 4 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.2 L.6.2.b L.6.4 L.6.4.a L.7.2 L.7.2.b L.7.4 L.7.4.a RI.6.2 RI.6.3 RI.6.4 RI.7.2 RI.7.3 RI.7.4 RL.6.10 RL.6.2 RL.6.3 W.6.9
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (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 variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (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 variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.4 - RI.7.6
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
About the Standards RL.6.10
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
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”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b 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”).
Research Round-Up
Have your students dig deeper for Internet research with this playlist, which encourages students to pull what they read online into their own writing. First, 20 Things I Learned, an interactive picture book, introduces the technical side of the Internet while students practice researching questions...
Standards: W.6.7 W.6.8 W.6.9
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
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”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b 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”).
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
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”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b 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”).
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
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”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b 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”).
W.6.10 - W.6.10
Range of Writing
Read more about W.6.10 - W.6.10About the Standards W.6.10 - W.6.10
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.
Get into the Writing Groove
This playlist will provide you with a variety of resources and accompanying ways to make writing part of your classroom routine, with a focus on writing about reading. First, students can set up a digital writer’s notebook and routinely summarize and react to their reading by using DogEared as a m...
Standards: W.6.10 W.6.6
About the Standards W.6.10 - W.6.10
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.
About the Standards W.6.4 - W.6.6
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.)
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.
W.6.6 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 pages in a single sitting.
Now Creating a New Plan
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