Getting to the Core of Writing: Essential Lessons for Every Student - Grade 6
Product Number: 1507197
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For your Common Core curriculum.
Incorporate writing instruction in the classroom as an essential element of literacy development while implementing best practices. Simplifies the planning of writing instruction and assists teachers in becoming familiar with the Common Core State Standards of Writing and provides resources to support the implementation of these standards. Features a teacher resource CD and contains information on how to establish a daily writing workshop that includes consistent, structured instruction to engage students in the writing process. 152 pages.
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CCSS Product Alignment
ELA Grade 6
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, analyze the impact of a specific word choice on meaning and tone
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).
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.
W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1d Establish and maintain a formal style.
W.6.1e Provide a concluding statement or section that follows from the argument presented.
W.6.2a 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.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.3a 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.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3e Provide a conclusion that follows from the narrated experiences or events.
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.)
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)
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.6.10 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.
SL.6.1a Come to discussions prepared, having read or studied required material, explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
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.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)
L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e 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.6.2b Spell correctly.
L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.5a Interpret figures of speech (e.g., personification) in context.
L.6.5c 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.