Informative Standards, Grade 6

(Adopted 2010)

Grade 6 | Common Core | Writing Standards

Text Types and Purposes

  • CCSS.ELA-LITERACY.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.
    • CCSS.ELA-LITERACY.W.6.2.A: 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.
    • CCSS.ELA-LITERACY.W.6.2.B: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • CCSS.ELA-LITERACY.W.6.2.C: Use appropriate transitions to clarify the relationships among ideas and concepts.
    • CCSS.ELA-LITERACY.W.6.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • CCSS.ELA-LITERACY.W.6.2.E: Establish and maintain a formal style.
    • CCSS.ELA-LITERACY.W.6.2.F: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

  • CCSS.ELA-LITERACY.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.)
  • CCSS.ELA-LITERACY.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 here.)

Range of Writing

  • CCSS.ELA-LITERACY.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.

 

(Adopted 2012)

Grade 6 | Alaska | Writing Standards

Text Types and Purposes

  • 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.
    • W.6.2.a: 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.6.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • W.6.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
    • W.6.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • W.6.2.e: Establish and maintain a formal style.
    • W.6.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

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.
  • 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.)

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.

 

(Adopted 2016)

Grade 6 | Arizona | Writing Standards

Text Types and Purposes

  • 6.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 6.W.2.a: 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.
    • 6.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • 6.W.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
    • 6.W.2.d: Use precise language and domain‐specific vocabulary to inform about or explain the topic.
    • 6.W.2.e:Establish and maintain a formal style.
    • 6.W.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

  • 6.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • 6.W.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.
  • 6.W.6: Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.

Research to Build and Present Knowledge

  • 6.W.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.
  • 6.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • 6.W.9.a: Apply grade 6 Reading standards to literature.
    • 6.W.9.b: Apply grade 6 Reading standards to informational text and nonfiction.

 

(Adopted 2021)

Grade 6 | Florida | Writing Standards

C.1.4 Expository Writing

  • ELA.6.C.1.3: Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, and a logical organizational structure with varied transitions.

C.1.5 Improving Writing

  • ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

C.4.1 Researching and Using Information

  • ELA.6.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources and refocusing the inquiry when appropriate.

V.1.1 Academic Vocabulary

  • ELA.6.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

K-12 ELA Expectations

  • ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
  • ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.

 

(Adopted 2014)

Grade 6 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

  • 6.W.3.2: Write informative compositions in a variety of forms that –
    • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition and classification.
    • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
    • Use appropriate transitions to clarify the relationships among ideas and concepts.
    • Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Establish and maintain a style appropriate to purpose and audience.
    • Provide a concluding statement or section that follows from the information or explanation presented.

The Writing Process

  • 6.W.4: Apply the writing process to –
    • Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

 

(Adopted 2012)

Grade 6 | Iowa | Writing Standards

Text Types and Purposes

  • 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.
    • W.6.2.a: 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.6.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • W.6.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
    • W.6.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • W.6.2.e: Establish and maintain a formal style.
    • W.6.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6)

Research to Build and Present Knowledge

  • W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

 

(Adopted 2014)

Grade 6 | Nebraska | Writing Standards

LA 6.2 Writing: Students will learn and apply writing skills and strategies to communicate.

  • LA 6.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.
    • LA 6.2.1.a: Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.
    • LA 6.2.1.b: Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
    • LA 6.2.1.d: Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
    • LA 6.2.1.e: Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
    • LA 6.2.1.g: Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
    • LA 6.2.1.h: Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
    • LA 6.2.1.i: Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.
  • LA 6.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.
    • LA 6.2.2.a: Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
    • LA 6.2.2.b: Provide evidence from literary or informational text to support analysis, reflection, and research.
    • LA 6.2.2.d: Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

(Adopted 2016)

Grade 6 | New Jersey | Writing Standards

Text Types and Purposes

  • 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.
    • W.6.2.a: Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension.
    • W.6.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • W.6.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
    • W.6.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • W.6.2.e: Establish and maintain a formal/academic style, approach, and form.
    • W.6.2.f: Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

  • W.6.4: Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.
  • 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.6.8: 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.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • W.6.9.a: 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”).
    • W.6.9.b: 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”)

 

(Amended 2016)

Grade 6 | Oklahoma | Writing Standards

Standard 2. Writing Strand: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

  • 6.2.W.1: Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
  • 6.2.W.2: Students will plan (e.g., outline) and prewrite a first draft as necessary.
  • 6.2.W.3: Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
  • 6.2.W.4: Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.
  • 6.2.W.5: Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

Standard 3. Writing Strand: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

  • 6.3.W.2: Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

Standard 4. Writing Strand: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

  • 6.4.W.1: Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
  • 6.4.W.2: Students will select appropriate language to create a specific effect according to purpose in writing.

Standard 5. Writing Strand: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

  • 6.5.W.1: Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
  • 6.5.W.2: Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.
  • 6.5.W.3: Students will use intensive and reflexive pronouns.
  • 6.5.W.4: Students will recognize and correct inappropriate shifts in pronoun number and person.
  • 6.5.W.5: Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

 

(Amended 2014)

Grade 6 | Pennsylvania | Writing Standards

1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

  • CC.1.4.6.A: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
  • CC.1.4.6.B: Identify and introduce the topic for the intended audience.
  • CC.1.4.6.C: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
  • CC.1.4.6.D: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
  • CC.1.4.6.E: Write with an awareness of the stylistic aspects of composition.
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Use sentences of varying lengths and complexities.
    • Develop and maintain a consistent voice.
    • Establish and maintain a formal style.
  • CC.1.4.6.F: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
  • CC.1.4.6.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
  • CC.1.4.6.T: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • CC.1.4.6.X: 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.

 

(Adopted 2015)

Grade 6 | South Carolina | Writing Standards

Fundamentals of Writing

  • Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
  • Interact and collaborate with peers and adults to develop and strengthen writing.
  • Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
  • Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
  • Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  • 2.1: Write informative/explanatory texts that:
    • 2.1.a: introduce a focused topic;
    • 2.1.b: use relevant information from multiple print and multimedia sources;
    • 2.1.c: use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information;
    • 2.1.d: use credible sources;
    • 2.1.f: develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;
    • 2.1.g: develop and strengthen writing as needed by planning, revising, editing, rewriting;
    • 2.1.h: paraphrase, quote, and summarize to avoid plagiarism;
    • 2.1.j: use appropriate transitions to clarify the relationships among ideas and concepts;
    • 2.1.k: use precise language and domain-specific vocabulary to inform or explain the topic;
    • 2.1.l: establish and maintain a style and tone authentic to the purpose;
    • 2.1.m: provide a concluding statement or section that follows the information or explanation presented.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

  • 6.1: Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

 

(Adopted 2017)

Grade 6 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

  • 6.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 6.W.TTP.2.a: Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.
    • 6.W.TTP.2.b: Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.
    • 6.W.TTP.2.c: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • 6.W.TTP.2.c: Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.
    • 6.W.TTP.2.d: Craft an effective and relevant conclusion.
    • 6.W.TTP.2.e: Include formatting, graphics, and multimedia when appropriate.
    • 6.W.TTP.2.f: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
    • 6.W.TTP.2.g: Use precise language and domain-specific vocabulary.
    • 6.W.TTP.2.h: Use varied sentence structure to enhance meaning and reader interest.
    • 6.W.TTP.2.i: Establish and maintain a formal style.

Production and Distribution of Writing – Standard 4

  • 6.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Production and Distribution of Writing – Standard 5

  • 6.W.PDW.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.

Production and Distribution of Writing – Standard 6

  • 6.W.PDW.6: Use technology, including the Internet, to produce and publish writing and to collaborate with others; type a complete product in a single sitting as defined in W.1-3.

Research to Build and Present Knowledge – Standard 7

  • 6.W.RBPK.7: Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.

Research to Build and Present Knowledge – Standard 8

  • 6.W.RBPK.8: Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Research to Build and Present Knowledge – Standard 9

  • 6.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.

 

(Adopted 2017)

Grade 6 | Virginia | Writing Standards

Standard 6.7: The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.

  • 6.7.a: Engage in writing as a recursive process.
  • 6.7.b: Choose audience and purpose.
  • 6.7.c: Use a variety of prewriting strategies to generate and organize ideas.
  • 6.7.d: Organize writing to fit mode or topic.
  • 6.7.f: Establish a central idea incorporating evidence and maintaining an organized structure.
  • 6.7.g: Compose a thesis statement for expository and persuasive writing.
  • 6.7.h: Write multiparagraph compositions with elaboration and unity.
  • 6.7.i: Use transition words and phrases.
  • 6.7.j: Select vocabulary and information to enhance the central idea, tone, and voice.
  • 6.7.k: Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  • 6.7.l: Revise writing for clarity of content including specific vocabulary and information.

Standard 6.8: The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

  • 6.8.a: Use subject-verb agreement with intervening phrases and clauses.
  • 6.8.b: Use pronoun-antecedent agreement to include indefinite pronouns.
  • 6.8.c: Maintain consistent verb tense across paragraphs.
  • 6.8.d: Eliminate double negatives.
  • 6.8.e: Use quotation marks with dialogue.
  • 6.8.f:Choose adverbs to describe verbs, adjectives, and other adverbs.
  • 6.8.g: Use correct spelling for frequently used words.
  • 6.8.h: Use subordinating and coordinating conjunctions.