Grade-Six Power Standards

Writing

• W-6-1.1: Students demonstrate command of the structure of sentences, paragraphs, and

text by using varied sentence length and structure to enhance meaning

(e.g., including phrases and clauses).

• W-6-1.2 Students demonstrate command of the structure of sentences, paragraphs, and

text by using paragraph form: indenting, main idea, supporting details.

Above two standards are asking the learner to write complete and varied sentences within cohesive paragraphs. (Teaching focus on italicized words.)

• W-6-2.2: In response to literary or informational text, students show understanding of

plot/ideas/concepts by summarizing key ideas.

• W-6-2.3 In response to literary or informational text, students show understanding of

plot/ideas/concepts by connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas.

Above two standards are asking the learner to summarize and make connections involving text analysis.

• W-6-4.1: In written narratives, students organize and relate a story line/plot/series of events

by creating a clear and coherent (logically consistent) story line.

• W-6-4.2 In written narratives, students organize and relate a story line/plot/series of events

by establishing context, problem/conflict/challenge, and resolution, and maintaining point of view (1^st person, 3^rd person, or omniscient).

Above two standards are asking the learner to write with a beginning, middle, and end while staying on topic and maintaining point of view.

• W-6-6.1 In informational writing, students organize ideas/concepts by using an organizational text

structure appropriate to focus/controlling idea.

EXAMPLES (of text structure): description, sequential, chronology, proposition/support, compare/contrast.

• W-6-6.2 In informational writing, students organize ideas/concepts by selecting appropriate information

to set context, which may include a lead/hook.

EXAMPLES (of lead/hook): startling statistic, anecdote/scenario, moving from general to the specific, quotations.

• W-6-6.4 In informational writing, students organize ideas/concepts by writing a conclusion that

provides closure.

Above three standards are asking the learner to organize ideas and concepts starting with a lead or a hook and ending with drawing conclusions

• W-6-9.1 In independent writing, students demonstrate command of appropriate English conventions by

applying rules of Standard English usage to correct grammatical errors EXAMPLES: subject-verb agreement, irregular plurals, sentence fragments and run-ons.

• W-6-9.4 In independent writing, students demonstrate command of appropriate English conventions

by using punctuation to clarify meaning.

Above two standards are asking the learner to independently write, using standard English conventions. Students will edit their own work focusing on his/her areas of growth in the writing process.