• KINDERGARTEN
    Writing

    1.0 Writing Strategies  
    Students write words and brief sentences that are legible.

    Organization and Focus
    1.1 Use letters and phonetically spelled words to write about experiences, stories,
    people, objects, or events.
    1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic
    principle).
    1.3 Write by moving from left to right and from top to bottom.

    Penmanship
    1.4 Write uppercase and lowercase letters of the alphabet independently, attending to
    the form and proper spacing of the letters.

    Written and Oral English Language Conventions

    The standards for written and oral English language conventions have been placed
    between those for writing and for listening and speaking because these conventions are
    essential to both sets of skills.

    1.0 Written and Oral English Language Conventions
    Students write and speak with a command of standard English conventions.

    Sentence Structure
    1.1 Recognize and use complete, coherent sentences when speaking.

    Spelling
    1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and
    knowledge of letter names.

    Listening and Speaking

    1.0. Listening and Speaking Strategies
    Students listen and respond to oral communication. They speak in clear and coherent
    sentences.

    Comprehension
    1.1 Understand and follow one-and two-step oral directions.
    1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

    2.0. Speaking Applications (Genres and Their Characteristics)
    Students deliver brief recitations and oral presentations about familiar experiences or
    interests, demonstrating command of the organization and delivery strategies outlined in
    Listening and Speaking Standard 1.0.

    Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0,
    students:
    2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.
    2.2 Recite short poems, rhymes, and songs.
    2.3 Relate an experience or creative story in a logical sequence.



    FIRST GRADE
    Writing

    1.0 Writing Strategies
    Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider
    the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising,
    editing
    successive versions).

    Organization and Focus
    1.1 Select a focus when writing.
    1.2 Use descriptive words when writing.

    Penmanship
    1.3 Print legibly and space letters, words, and sentences appropriately.

    2.0 Writing Applications (Genres and Their Characteristics)
    Students write compositions that describe and explain familiar objects, events, and experiences. Student writing
    demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in
    Writing Standard 1.0.

    Using the writing strategies of grade one outlined in Writing Standard 1.0, students:
    2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.
    2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

    Written and Oral English Language Conventions

    The standards for written and oral English language conventions have been placed between those for writing and for
    listening and speaking because these conventions are essential to both sets of skills.

    1.0 Written and Oral English Language Conventions
    Students write and speak with a command of standard English conventions
    appropriate to this grade level.

    Sentence Structure
    1.1 Write and speak in complete, coherent sentences.

    Grammar
    1.2 Identify and correctly use singular and plural nouns.
    1.3 Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., my/
    mine, his/ her, hers, your/s) in writing and speaking.

    Punctuation
    1.4 Distinguish between declarative, exclamatory, and interrogative sentences.
    1.5 Use a period, exclamation point, or question mark at the end of sentences.
    1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

    Capitalization
    1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

    Spelling
    1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight
    words correctly.

    Listening and Speaking

    1.0 Listening and Speaking Strategies
    Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener
    to understand important ideas by using proper phrasing, pitch, and modulation.

    Comprehension
    1.1 Listen attentively.
    1.2 Ask questions for clarification and understanding.
    1.3 Give, restate, and follow simple two-step directions.

    Organization and Delivery of Oral Communication
    1.4 Stay on the topic when speaking.
    1.5 Use descriptive words when speaking about people, places, things, and events.

    2.0 Speaking Applications (Genres and Their Characteristics)
    Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a
    coherent thesis statement. Student speaking demonstrates a command of standard American English and the
    organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

    Using the speaking strategies of grade one outlined in Listening and Speaking Standard
    1.0, students:
    2.1 Recite poems, rhymes, songs, and stories.
    2.2 Retell stories using basic story grammar and relating the sequence of story events
    by answering who, what, when, where, why, and how questions.
    2.3 Relate an important life event or personal experience in a simple sequence.
    2.4 Provide descriptions with careful attention to sensory detail.



    SECOND GRADE

    Writing

    1.0 Writing Strategies
    Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider
    the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising,
    editing
    successive versions).

    Organization and Focus
    1.1 Group related ideas and maintain a consistent focus.

    Penmanship
    1.2 Create readable documents with legible handwriting.

    Research
    1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).

    Evaluation and Revision
    1.4 Revise original drafts to improve sequence and provide more descriptive detail.

    2.0 Writing Applications (Genres and Their Characteristics)
    Students write compositions that describe and explain familiar objects, events, and experiences. Student writing
    demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in
    Writing Standard 1.0.

    Using the writing strategies of grade two outlined in Writing Standard 1.0, students:

    2.1 Write brief narratives based on their experiences:
    a. Move through a logical sequence of events.
    b. Describe the setting, characters, objects, and events in detail.

    2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

    Written and Oral English Language Conventions

    The standards for written and oral English language conventions have been placed between those for writing and for
    listening and speaking because these conventions are essential to both sets of skills.

    1.0 Written and Oral English Language Conventions
    Students write and speak with a command of standard English conventions appropriate to this grade level.

    Sentence Structure
    1.1 Distinguish between complete and incomplete sentences.
    1.2 Recognize and use the correct word order in written sentences.

    Grammar
    1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

    Punctuation
    1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.
    1.5 Use quotation marks correctly.

    Capitalization
    1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and
    titles and initials of people.

    Spelling
    1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
    1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns
    correctly.

    Listening and Speaking

    1.0 Listening and Speaking Strategies
    Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener
    to understand important ideas by using proper phrasing, pitch, and modulation.

    Comprehension
    1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).
    1.2 Ask for clarification and explanation of stories and ideas.
    1.3 Paraphrase information that has been shared orally by others.
    1.4 Give and follow three-and four-step oral directions.

    Organization and Delivery of Oral Communication
    1.5 Organize presentations to maintain a clear focus.
    1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
    1.7 Recount experiences in a logical sequence.
    1.8 Retell stories, including characters, setting, and plot.
    1.9 Report on a topic with supportive facts and details.

    2.0 Speaking Applications (Genres and Their Characteristics)
    Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a
    coherent thesis statement. Student speaking demonstrates a command of standard American English and the
    organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

    Using the speaking strategies of grade two outlined in Listening and Speaking
    Standard 1.0, students:

    2.1 Recount experiences or present stories:
    a. Move through a logical sequence of events.
    b. Describe story elements (e.g., characters, plot, setting).

    2.2 Report on a topic with facts and details, drawing from several sources of information.



    THIRD GRADE
    Writing

    1.0 Writing Strategies
    Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider
    the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising,
    editing successive versions).

    Organization and Focus
    1.1 Create a single paragraph:
    a. Develop a topic sentence.
    b. Include simple supporting facts and details.

    Penmanship
    1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a
    sentence.

    Research
    1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas,
    encyclopedia).

    Evaluation and Revision
    1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

    2.0 Writing Applications (Genres and Their Characteristics)
    Students write compositions that describe and explain familiar objects, events, and experiences. Student writing
    demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in
    Writing Standard 1.0.

    Using the writing strategies of grade three outlined in Writing Standard 1.0, students:

    2.1 Write narratives:
    a. Provide a context within which an action takes place.
    b. Include well-chosen details to develop the plot.
    c. Provide insight into why the selected incident is memorable.

    2.2 Write descriptions that use concrete sensory details to present and support unifiedimpressions of people, places,
    things, or experiences.

    2.3 Write personal and formal letters, thank-you notes, and invitations:
    a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
    b. Include the date, proper salutation, body, closing, and signature.

    Written and Oral English Language Conventions

    The standards for written and oral English language conventions have been placed between those for writing and for
    listening and speaking because these conventions are essential to both sets of skills.

    1.0 Written and Oral English Language Conventions
    Students write and speak with a command of standard English conventions appropriate to this grade level.

    Sentence Structure
    1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences
    in writing and speaking.

    Grammar
    1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and
    articles correctly in writing and speaking.
    1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
    1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

    Punctuation
    1.5 Punctuate dates, city and state, and titles of books correctly.
    1.6 Use commas in dates, locations, and addresses and for items in a series.

    Capitalization
    1.7 Capitalize geographical names, holidays, historical periods, and special events
    correctly.

    Spelling
    1.8 Spell correctly one-syllable words that have blends, contractions, compounds,
    orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word
    from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
    1.9 Arrange words in alphabetic order.

    Listening and Speaking

    1.0 Listening and Speaking Strategies
    Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener
    to understand important ideas by using proper phrasing, pitch, and modulation.

    Comprehension
    1.1 Retell, paraphrase, and explain what has been said by a speaker.
    1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
    1.3 Respond to questions with appropriate elaboration.
    1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).

    Organization and Delivery of Oral Communication
    1.5 Organize ideas chronologically or around major points of information.
    1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.
    1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
    1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
    1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to
    emphasize important passages of the text being read.

    Analysis and Evaluation of Oral and Media Communications
    1.10 Compare ideas and points of view expressed in broadcast and print media.
    1.11 Distinguish between the speaker's opinions and verifiable facts.

    2.0 Speaking Applications (Genres and Their Characteristics)
    Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a
    coherent thesis statement. Student speaking demonstrates a command of standard American English and the
    organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

    Using the speaking strategies of grade three outlined in Listening and Speaking
    Standard 1.0, students:

    2.1 Make brief narrative presentations:
    a. Provide a context for an incident that is the subject of the presentation.
    b. Provide insight into why the selected incident is memorable.
    c. Include well-chosen details to develop character, setting, and plot.

    2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and
    tone.

    2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of
    people, places, things, or experiences.




    FOURTH GRADE

    Writing

    1.0 Writing Strategies
    Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the
    audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising,
    editing successive versions).

    Organization and Focus
    1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format
    requirements.

    1.2 Create multiple-paragraph compositions:
    a. Provide an introductory paragraph.
    b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.
    c. Include supporting paragraphs with simple facts, details, and explanations.
    d. Conclude with a paragraph that summarizes the points.
    e. Use correct indention.

    1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and
    difference, and posing and answering a question).

    Penmanship
    1.4 Write fluidly and legibly in cursive or joined italic.

    Research and Technology
    1.5 Quote or paraphrase information sources, citing them appropriately.
    1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
    1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid
    to writing.
    1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
    1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk
    drive, hard drive).

    Evaluation and Revision
    1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and
    rearranging text.

    2.0 Writing Applications (Genres and Their Characteristics)
    Students write compositions that describe and explain familiar objects, events, and experiences. Student writing
    demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in
    Writing Standard 1.0.

    Using the writing strategies of grade four outlined in Writing Standard 1.0, students:

    2.1 Write narratives:
    a. Relate ideas, observations, or recollections of an event or experience.
    b. Provide a context to enable the reader to imagine the world of the event or experience.
    c. Use concrete sensory details.
    d. Provide insight into why the selected event or experience is memorable.

    2.2 Write responses to literature:
    a. Demonstrate an understanding of the literary work.
    b. Support judgments through references to both the text and prior knowledge.

    2.3 Write information reports:
    a. Frame a central question about an issue or situation.
    b. Include facts and details for focus.
    c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

    2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

    Written and Oral English Language Conventions

    The standards for written and oral English language conventions have been placed between those for writing and for
    listening and speaking because these conventions are essential to both sets of skills.

    1.0 Written and Oral English Language Conventions
    Students write and speak with a command of standard English conventions appropriate to this grade level.

    Sentence Structure
    1.1 Use simple and compound sentences in writing and speaking.
    1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

    Grammar
    1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and
    speaking.

    Punctuation
    1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.
    1.5 Use underlining, quotation marks, or italics to identify titles of documents.

    Capitalization
    1.6 Capitalize names of magazines, newspapers, works of art, musical compositions,
    organizations, and the first word in quotations when appropriate.

    Spelling
    1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

    Listening and Speaking

    1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They
    speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

    Comprehension
    1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.
    1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.
    1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.
    1.4 Give precise directions and instructions.

    Organization and Delivery of Oral Communication
    1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas
    and evidence.
    1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and
    answering a question).
    1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.
    1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
    1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

    Analysis and Evaluation of Oral Media Communication
    1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

    2.0 Speaking Applications (Genres and Their Characteristics)
    Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a
    coherent thesis statement. Student speaking demonstrates a command of standard American English and the
    organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

    Using the speaking strategies of grade four outlined in Listening and Speaking Standard 1.0, students:

    2.1 Make narrative presentations:
    a. Relate ideas, observations, or recollections about an event or experience.
    b. Provide a context that enables the listener to imagine the circumstances of the event or experience.
    c. Provide insight into why the selected event or experience is memorable.

    2.2 Make informational presentations:
    a. Frame a key question.
    b. Include facts and details that help listeners to focus.
    c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).

    2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant
    details.

    2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume,
    and phrasing.



    FIFTH GRADE

    Writing

    1.0 Writing Strategies
    Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and
    purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages
    of the writing process as needed.

    Organization and Focus
    1.1 Create multiple-paragraph narrative compositions:
    a. Establish and develop a situation or plot.
    b. Describe the setting.
    c. Present an ending.

    1.2 Create multiple-paragraph expository compositions:
    a. Establish a topic, important ideas, or events in sequence or chronological order.
    b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.
    c. Offer a concluding paragraph that summarizes important ideas and details.

    Research and Technology
    1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant
    information.
    1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and
    pull-down menus, word searches, the thesaurus,
    spell checks).
    1.5 Use a thesaurus to identify alternative word choices and meanings.

    Evaluation and Revision
    1.6 Edit and revise manuscripts to improve the meaning and focus of writing by
    adding, deleting, consolidating, clarifying, and rearranging words and sentences.

    2.0 Writing Applications (Genres and Their Characteristics)
    Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student
    writing demonstrates a command of standard American English and the research, organizational, and drafting strategies
    outlined in Writing Standard 1.0.

    Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

    2.1 Write narratives:
    a. Establish a plot, point of view, setting, and conflict.
    b. Show, rather than tell, the events of the story.

    2.2 Write responses to literature:
    a. Demonstrate an understanding of a literary work.
    b. Support judgments through references to the text and to prior knowledge.
    c. Develop interpretations that exhibit careful reading and understanding.

    2.3 Write research reports about important ideas, issues, or events by using the
    following guidelines:
    a. Frame questions that direct the investigation.
    b. Establish a controlling idea or topic.
    c. Develop the topic with simple facts, details, examples, and explanations.

    2.4 Write persuasive letters or compositions:
    a. State a clear position in support of a proposal.
    b. Support a position with relevant evidence.
    c. Follow a simple organizational pattern.
    d. Address reader concerns.

    Written and Oral English Language Conventions

    The standards for written and oral English language conventions have been placed between those for writing and for
    listening and speaking because these conventions are essential to both sets of skills.

    1.0 Written and Oral English Language Conventions
    Students write and speak with a command of standard English conventions appropriate to this grade level.

    Sentence Structure
    1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions
    and conjunctions to connect ideas.

    Grammar
    1.2 Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/raise), modifiers, and pronouns.

    Punctuation
    1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a
    speaker and titles of poems, songs, short stories, and so forth.

    Capitalization
    1.4. Use correct capitalization.

    Spelling
    1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

    Listening and Speaking

    1.0 Listening and Speaking Strategies
    Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of
    the audience. They evaluate the content of oral communication.

    Comprehension
    1.1 Ask questions that seek information not already discussed.
    1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
    1.3 Make inferences or draw conclusions based on an oral report.

    Organization and Delivery of Oral Communication
    1.4 Select a focus, organizational structure, and point of view for an oral presentation.
    1.5 Clarify and support spoken ideas with evidence and examples.
    1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.

    Analysis and Evaluation of Oral and Media Communications
    1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify
    logical fallacies used in oral presentations and media messages.
    1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of
    culture.

    2.0 Speaking Applications (Genres and Their Characteristics)
    Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition,
    persuasion, description). Student speaking demonstrates a command of standard American English and the organizational
    and delivery strategies outlined in Listening and Speaking Standard 1.0.

    Using the speaking strategies of grade five outlined in Listening and Speaking Standard
    1.0, students:

    2.1 Deliver narrative presentations:
    a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.
    b. Show, rather than tell, the listener what happens.

    2.2 Deliver informative presentations about an important idea, issue, or event by the following means:
    a. Frame questions to direct the investigation.
    b. Establish a controlling idea or topic.
    c. Develop the topic with simple facts, details, examples, and explanations.

    2.3 Deliver oral responses to literature:
    a. Summarize significant events and details.
    b. Articulate an understanding of several ideas or images communicated by the literary work.
    c. Use examples or textual evidence from the work to support conclusions.



    SIXTH GRADE

    Writing

    1.0 Writing Strategies
    Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose.
    Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the
    writing process as needed.

    Organization and Focus
    1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the
    intended purpose.

    1.2 Create multiple-paragraph expository compositions:
    a. Engage the interest of the reader and state a clear purpose.
    b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of
    the reader.
    c. Conclude with a detailed summary linked to the purpose of the composition.

    1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by
    categories; and arrangement by spatial order, order of importance, or climactic order.

    Research and Technology
    1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses)
    to locate information.
    1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g.,
    margins, tabs, spacing, columns, page orientation).

    Evaluation and Revision
    1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

    2.0 Writing Applications (Genres and Their Characteristics)
    Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student
    writing demonstrates a command of standard American English and the research, organizational, and drafting strategies
    outlined in Writing Standard 1.0.

    Using the writing strategies of grade six outlined in Writing Standard 1.0, students:

    2.1 Write narratives:
    a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.
    b. Include sensory details and concrete language to develop plot and character.
    c. Use a range of narrative devices (e.g., dialogue, suspense).

    2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):
    a. State the thesis or purpose.
    b. Explain the situation.
    c. Follow an organizational pattern appropriate to the type of composition.
    d. Offer persuasive evidence to validate arguments and conclusions as needed.

    2.3 Write research reports:
    a. Pose relevant questions with a scope narrow enough to be thoroughly covered.
    b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g.,
    speakers, periodicals, online information searches).
    c. Include a bibliography.

    2.4 Write responses to literature:
    a. Develop an interpretation exhibiting careful reading, understanding, and insight.
    b. Organize the interpretation around several clear ideas, premises, or images.
    c. Develop and justify the interpretation through sustained use of examples and textual evidence.

    2.5 Write persuasive compositions:
    a. State a clear position on a proposition or proposal.
    b. Support the position with organized and relevant evidence.
    c. Anticipate and address reader concerns and counterarguments.

    Written and Oral English Language Conventions

    The standards for written and oral English language conventions have been placed between those for writing and for
    listening and speaking because these conventions are essential to both sets of skills.

    1.0 Written and Oral English Language Conventions
    Students write and speak with a command of standard English conventions appropriate to this grade level.

    Sentence Structure
    1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to
    express complete thoughts.

    Grammar
    1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure
    that verbs agree with compound subjects.

    Punctuation
    1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when
    linking two clauses with a conjunction in compound sentences.

    Capitalization
    1.4 Use correct capitalization.

    Spelling
    1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).

    Listening and Speaking

    1.0 Listening and Speaking Strategies
    Students deliver focused, coherent presentations that convey ideas clearly and relate to
    the background and interests of the audience. They evaluate the content of oral
    communication.

    Comprehension
    1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g.,
    posture, gesture).
    1.2 Identify the tone, mood, and emotion conveyed in the oral communication.
    1.3 Restate and execute multiple-step oral instructions and directions.

    Organization and Delivery of Oral Communication
    1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal
    modulation to the audience.
    1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
    1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.
    1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

    Analysis and Evaluation of Oral and Media Communications
    1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
    1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.

    2.0 Speaking Applications (Genres and Their Characteristics)
    Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition,
    persuasion, description). Student speaking demonstrates a command of standard American English and the organizational
    and delivery strategies outlined in Listening and Speaking Standard 1.0.

    Using the speaking strategies of grade six outlined in Listening and Speaking Standard
    1.0, students:

    2.1 Deliver narrative presentations:
    a. Establish a context, plot, and point of view.
    b. Include sensory details and concrete language to develop the plot and character.
    c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).

    2.2 Deliver informative presentations:
    a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.
    b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers,
    periodicals, online information).

    2.3 Deliver oral responses to literature:
    a. Develop an interpretation exhibiting careful reading, understanding, and insight.
    b. Organize the selected interpretation around several clear ideas, premises, or images.
    c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

    2.4 Deliver persuasive presentations:
    a. Provide a clear statement of the position.
    b. Include relevant evidence.
    c. Offer a logical sequence of information.
    d. Engage the listener and foster acceptance of the proposition or proposal.

    2.5 Deliver presentations on problems and solutions:
    a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least
    one solution.
    b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

     

Last Modified on August 4, 2015