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Grade 6: Writing
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Overall Expectations
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•communicate ideas and
information for a variety of purposes (to inform, to persuade, to explain)
and to specific audiences (e.g., write the instructions for building an
electrical circuit for an audience unfamiliar with the technical
terminology);
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•use writing for various
purposes and in a range of contexts, including school work (e.g., to
develop and clarify ideas, to express thoughts and opinions);
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•organize information to
convey a central idea, using well-linked paragraphs;
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•use a variety of sentence
types (e.g., questions, statements) and sentence structures (e.g., complex
sentences) appropriate for their purposes;
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•produce pieces of writing
using a variety of forms (e.g., newspaper articles, lyrics, summaries of
information), techniques and resources (e.g., library resources)
appropriate to the form and purpose, and materials from other media (e.g.,
film clips);
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•produce media texts using writing and materials from other
media (e.g., create a web page publicizing a cycling club);
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•revise and edit their
work in collaboration with others, seeking and evaluating feedback, and
focusing on content, organization, and appropriateness of vocabulary for
audience;
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•proofread and correct
their final drafts, focusing on grammar, punctuation, spelling, and
conventions of style;
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•use and spell correctly
the vocabulary appropriate for this grade level;
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•use correctly the
conventions (spelling, grammar, punctuation, etc.) specified for this
grade level (see below).
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Specific Expectations
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The skills and knowledge inherent in the expectations
outlined below are essential for producing writing that communicates
effectively. They should be developed, as much as possible, in the context
of writing activities that are meaningful and creative and that allow
students to develop the thinking skills that underlie clear and effective
writing.
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Grammar
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•use subordinate clauses correctly (e.g., Because she worked
very hard, she was successful);
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•use adjective and adverb phrases correctly and
effectively;
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•use the positive, comparative, and superlative forms of
adjectives correctly (e.g., good/better/best,
short/shorter/shortest);
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•use verb tenses consistently throughout a piece of
writing;
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Punctuation
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•use a colon before a list, between numbers in time, and
after a greeting (e.g., 6:30 a.m., Dear Sir/Madam:);
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Spelling
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•apply generalizations about spelling to identify exceptions
to spelling patterns (e.g., i before e);
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•use a variety of resources (e.g., computer spell check) to
confirm spelling of common exceptions to spelling patterns;
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Word Use and Vocabulary Building
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•select words and expressions to create specific effects
(e.g., to distinguish speakers in dialogue);
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•frequently introduce vocabulary from other subject areas
into their writing;
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•use homonyms correctly;
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Visual Presentation
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•accurately use appropriate organizers (e.g., table of
contents, index);
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•integrate media materials (e.g., computer graphics) into
their writing to enhance their message.
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