Standards in this strand:
Text Types and Purposes
- 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
- 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.6.2. 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.6.3. 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
- 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.
Production and Distribution of Writing
- 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.
Research to Build and Present Knowledge
- 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
- 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.6.10. 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.