English Language Arts Worksheets and Study Guides Sixth Grade. Purpose for Writing

The resources above correspond to the standards listed below:

Maryland College and Career-Ready Standards

MD.RI. Standards for Reading Informational Text (RI)
Key Ideas and Details
RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
6.RI1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI1.9. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)
RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
6.RI2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RI2.8. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.6.1)
MD.W. Standards for Writing (W)
Text Types and Purposes
W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
6.W1-a. Write arguments to support claims with clear reasons and relevant evidence – Introduce claim(s) and organize the reasons and evidence clearly.
6.W1-a.1. Adapt the prewriting stage of the writing process to an argument, including developing one or more claims, and effectively ordering reasons that support the claim (See CCSS W.6.5): Gather information to support claims (See MD SLM 6-8 2A1, as needed).
6.W1-b. Write arguments to support claims with clear reasons and relevant evidence – Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
6.W1-b.1. Show knowledge of a topic or text by selecting appropriate evidence to support a claim or claims (See CCSS W.6.7).
6.W1-e. Write arguments to support claims with clear reasons and relevant evidence – Provide a concluding statement or section that follows from the argument presented.
6.W1-e.2. Apply the revision and editing stages of the writing process to the writing piece (See CCSS W.6.5) – Revise for: varying sentence patterns for meaning, reader/listener interest, and style (See CCSS L.6.3a), choosing words and phrases for effect and to convey ideas precisely (See CCSS L.4.3a); Edit for: correction of vague pronouns (See CCSS L.6.1d), punctuation of nonrestrictive/parenthetical elements (See CCSS L.6.2a), correction of inappropriate shifts in verb tense (See CCSS L.5.1d), frequently confused words (See CCSS L.4.1g), correction of spelling (CCSS L.6.2b).
W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
6.W2-a. Write informative/explanatory texts to examine a topic and covey 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.
6.W2-a.1. Adapt planning and prewriting to address the demands of an informative text, including: refining the focus of a topic; gathering information on a specific topic (See MD SLM 6-8 2A1, as needed); examining information to determine the ideas and concepts; effectively organizing of information within an established structure (See CCSS W.6.5); including appropriate text features to aid understanding.
6.W2-f. Write informative/explanatory texts to examine a topic and covey ideas, concepts, and information through the selection, organization, and analysis of relevant content – Provide a concluding statement or section that follows from the information or explanation presented.
6.W2-f.2. Apply the revision and editing stages of the writing process to the writing piece focusing on the audience and purpose (See CCSS W.6.5) – Revise for: varied sentence patterns to maintain clarity and reader interest (See CCSS L.6.1e); Edit for: correction of vague pronouns (See CCSS L.6.1d), punctuation of nonrestrictive/parenthetical elements (See CCSS L.6.2a), formation of complete sentences (See CCSS L.4.1f), correct spelling (See CCSS L.6.2b).
Production and Distribution of Writing
W4.CCR. Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience.
6.W4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
6.W4.1. See W1, W2, W3, and W7 of CCSC Framework for specific application.
Research to Build and Present Knowledge
W9.CCR. Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6.W9-b. Draw evidence from literary or informational texts to support analysis, reflection, and research – 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”).
6.W9-b.1. Write in response to grade-level print, nonprint, and digital literary or informational text(s).
Range of Writing
W10.CCR. Anchor Standard: 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 tasks, purposes, and audiences.
6.W10. 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.
6.W10.1. Adjust the writing process as necessary for different grade-appropriate writing tasks, purposes, and audiences.
MD.L. Standards for Language (L)
Knowledge of Language
L3.CCR. Anchor Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
6.L3-a. Use knowledge of language and its conventions when writing, speaking, reading, or listening – Vary sentence patterns for meaning, reader/listener interest, and style.
6.L3-a.1. Apply an understanding of audience and the purpose of speech or writing and their effect upon its meaning.
6.L3-b. Use knowledge of language and its conventions when writing, speaking, reading, or listening – Maintain consistency in style and tone.
6.L3-b.1. Apply an understanding of audience, purpose, and format to determine style and tone.
Standards

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