6-7W2, W3, W4, W5, W6, W7, W8, W9, W10

W1 Overview: 6 th W1 Overview: 7th6th Jump 7th Write an argument using relevant evidence to support claims

Students should: Write paragraphs (using teacher

modeling) to writing full essays (also modeled by teacher)

Independently write full essays prior to state testing

Evidence should be a paraphrase, summary, or direct quote and should explain or support the argument presented

2 source minimum

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Write arguments to support claims with clear reasons and relevant evidence

Students should: Write extended essays as well as one

or two paragraph responses Complete a minimum of one large

independent essay Include a variety of evidence such as

paraphrase, summary, and direct quote which explain and support the argument

3 source minimum

Sample task:

Sample Task:

W1: a: 6 th W1: a: 7th6th Jump 7th Introduce claim(s) and organize the reasons and evidence clearly

Sample Strategies: Model what a strong, valid claim

looks like using mentor texts, exemplars, and argumentative writing samples

Model identifying claims in sample texts

Model writing a claim from various prompts

Organize reasons Acknowledge opposing claims

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically

Sample Strategies: Model a strong claim Model how to identify the opposing

claim using exemplars Introduce and model to students a

strong counterclaim

Sample task:

Sample Task:

W1: b: 6 th W1: b: 7th

6th Jump 7th Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Sample Strategies: Model identifying strong, relevant

evidence Teach what makes evidence credible Model appropriate paraphrasing

techniques Model appropriate use of quotation

marks when citing evidence Provide exemplars for students to

identify credible evidence Provide consistent feedback when

students use evidence to support claim

Model RACES strategy as format for body paragraph

Students should move to more logical reasons and credible sources

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Support claim(s) with logical reasons and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

Sample Strategies: Teach logical reasoning Model citing relevant evidence to

support reasons Model RACE strategy for body

paragraphs Require a minimum of two pieces of

evidence to support each reason Model use of quotation marks to cite

evidence Explain how to find credible sources

Sample Task:

Sample Task:

W1: c: 6 th W1: c: 7th

6th Jump 7th Use words, phrases, and clauses to clarify the relationship among claim(s) and reasons

Sample Strategies: Model when to use appropriate

transition words Model how appropriate transition

words can clarify the relationship among claims

Have students evaluate mentor texts and peer texts for appropriate transitions

Model how to move away from basic transitions to higher level transitions

Simply clarify relationships among claim(s) and reasons Create cohesion

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Use words, phrases, and clauses to create cohesion and clarify the relationship among claim(s), reasons, and evidence.

Sample Strategies: Model use of appropriate transition

words and introduce higher level transitions while modeling how to correctly incorporate them into writing

Model use of words, phrases, and clauses that not only clarify relationships but also provide cohesion and are specific to argumentative writing

Sample Task:

Sample Task:

W1: d: 6 th W1: d: 7th6th Jump 7th Establish and maintain formal style

Sample Strategies: Introduce formal style, i.e. no use of

1st or 2nd person POV, no contractions or slang, eliminate personal pronouns

Provide exemplar texts of formal writing

Model revising texts from informal to formal writing

Formal style is first taught in 6th grade

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Establish and maintain a formal style

Sample Strategies: Model, review and provide exemplars

of writing using samples that use formal style

Model revising texts from informal writing to formal writing

Sample Task:

Sample Task:

W1: e: 6 th W1: e: 7th6th Jump 7th

Provide a concluding statement or section supporting the argument presented

Sample Strategies: Model writing concluding statements

that follow and prove the argument

Formal style is first taught in 6th grade

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Provide a concluding statement or section that follows from the argument provided

Sample Strategies: Model writing concluding statements

that follow and support the argument presented

Provide exemplars of concluding statements and concluding paragraphs in argumentative writing

Sample Task:

Sample Task:

Error: Reference source not found, W3, W4, W5, W6, W7, W8, W9, W10W2 Overview: 6 th W2 Overview: 7th

6th Jump 7th Write informative/explanatory pieces to examine a topic and convey ideas through the selection, organization, and analysis of relevant content.

Students should: Write several short informational

constructed responses throughout the year

Write at least one extended (2 or more paragraphs) response during the year

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Students should: Write extended essays as well as one

or two paragraph responses Complete a minimum of one large

independent essay Include a variety of evidence such as

paraphrase, summary, and direct quote which explain and support the argument

3 source minimumSample Task:

Sample Task:

W2: a: 6 th W2: a: 7th6th Jump 7th

Introduce topic; organize ideas using various strategies: definition, classification, compare/contrast, and cause effect. Include formatting when useful.

Sample Strategies: Model introducing a topic Review and model different types of

graphics and formatting (heading, italics, bold words) and how to purposefully include them in informational writing when useful to aid in comprehension

Review, identify, and model: Definition Classification Compare/Contrast Cause and Effect

Organize reasons Clearly preview what is to follow

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Introduce a topic clearly; preview what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect. Include formatting when useful for aiding comprehension.

Sample Strategies: Preview the topic and write an

introduction clearly previewing what is to follow (thesis statement)

Model the following text structures: Definition Classification Comparison/Contrast Cause/Effect

Teach students to choose the appropriate strategy for their writing

Model to students how to properly use illustrations and graphics to gather information and aid in comprehension

Have students incorporate graphics in writing when useful

Sample task:

Sample task:

W2: b: 6 th W2: b: 7th6th Jump 7th Develop the topic with relevant facts and Students should move to more logical Develop the topic with relevant fact,

details.

Teaching Strategies: Vocabulary lesson on relevant facts.

What makes facts relevant? Teach what facts support what

reasons/answers Teach and model why chosen facts

are relevant

reasons and credible sources

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

definitions, concrete details, quotations, or other information and examples

Sample Strategies: Model developing the topic with

relevant facts, definitions, concrete details, and quotations

Provide exemplar writing examples Model RACE strategy as format for

body paragraphsSample Task:

Sample Task:

W2: c: 6 th W2: c: 7th6th Jump 7th Use appropriate transitions to clarify the relationship among ideas and concepts

Sample Strategies: Model appropriate transition

words/phrases for specific text organization (for example, in contrast, likewise, therefore, however, furthermore)

Model students how to use appropriate transitions for clarity

Simply clarify relationships among ideas and concepts Create cohesion

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

Sample Strategies: Model use of appropriate transition

words and introduce higher level transitions while modeling how to correctly incorporate them into writing

Model use of words, phrases, and clauses that not only clarify relationships but also provide cohesion and are specific to informational writing

Model appropriate text structures for each different text structure

Sample task:

Sample Task:

W2: d: 6 th W2: d: 7th6th Jump 7th

Use precise language and vocabulary to inform about or explain the topic (see common vocabulary)

Sample Strategies: Model how to pull out key vocabulary

in text Model appropriate word choice,

domain-specific content, and vocabulary

Grade specific vocabulary (see common vocabulary)

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Use precise language and domain-specific vocabulary to inform about or explain the topic (see common vocabulary)

Sample Strategies: Model appropriate word choice and

domain and content specific vocabulary

Use the RACES strategy to help restate the question using words from the question or prompt to help guide the writing

Sample task:

Sample task:

W2: e: 6 th W2: e: 7th6th Jump 7th Establish and maintain formal style

Sample Strategies: Introduce formal style, i.e. no use of

1st or 2nd person POV, no contractions or slang, eliminate personal pronouns

Provide exemplar texts of formal writing

Model revising texts from informal to formal style

Formal style is first taught in 6th grade

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Establish and maintain formal style

Sample Strategies: Model, review and provide exemplars

of writing using samples that use formal style

Model revising texts from informal writing to formal writing

Sample task:

Sample task:

W2: f: 6 th W2: f: 7th6th Jump 7th Provide a concluding statement or section supporting the information or explanation

Focus on supporting the information presented.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Sample Strategies: Model writing concluding statements

that follow and support the information and explanation presented

Provide exemplars of concluding statements and concluding paragraphs in informational/explanatory writing

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Model writing concluding statements

that follow and support the information presented

Provide exemplars of concluding statements and concluding paragraphs in informational writing

Sample task:

Sample task:

Error: Reference source not foundW2, W4, W5, W6, W7, W8, W9, W10W3 Overview: 6 th W3 Overview: 7th6th Jump 7th Write narrative to develop real or imagine experiences or events using effective

Detailed support must be relevant Write narratives to develop real or imagined experiences or events using effective

technique, descriptive detail, and well-structured event sequences..Students should:

Create a narrative in 1st person and 3rd person point of view

Review elements of plot

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

technique, relevant descriptive detail, and well-structured event sequences

Students should: Construct several of the following:

Personal Narrative Narrative fiction (3rd person)

Rewrite an excerpt of a short story from a different perspective

Journal – write about an event from a character’s point of view

Sample task:

Sample task:

W3: a: 6 th W3: a: 7th6th Jump 7th Engage and orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Sample Strategies: Model how to establish context

including a narrator and characters Model sequencing that unfolds

naturally and logically Model different ways to engage the

reader in the introduction Use exemplar texts and mentor texts.

transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Model writing introductions – provide

exemplars Lessons on how to engage the reader

(hook) by: Previewing the topic Establishing a context Introducing characters Determining the narrator

Model sequencing that unfolds naturally and logically

Model how to establish a point of view – lessons on changing the point of view of a text

Model perspective Sample task:

Sample task:

W3: b: 6 th W3: b: 7th6th Jump 7th Use narrative techniques (such as dialogue, pacing, and description) to develop experiences events, and/or characters

Students should move to more logical reasons and credible sources

Build on ideas introduced in 6th and expand.

Use narrative techniques – such as dialogue, pacing, and description – to develop experiences, events, and/or characters

Sample Strategies: Model how to develop the narrative

through dialogue, pacing and description

Model: How to punctuate and space

dialogue How dialogue can advance the

plot Character development and

pacing of plot

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Model how to develop the narrative

through dialogue, pacing and description

Model: Dialogue and how it advances the

plot How students can include

dialogue in narrative writing How to correctly punctuate

dialogue Work with students on including

descriptive words and phrases in narrative writing

Model point of view, tone, and precise word choice

Sample task:

Sample task:

W3: c: 6 th W3: c: 7th6th Jump 7th Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another

Manage sequence Signal shifts from one time frame to another

Build on ideas introduced in 6th and expand.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Sample Strategies: Teach students how to include

transition words, phrases, and clauses to convey sequence and signal shifts in time

Model the use of transitional words, phrases, and clauses to manage sequence of events

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Model the use of transition words,

phrases, and clauses to convey and signal shifts from one time frame or setting to another

Model transitioning between paragraphs – make sure students are starting new paragraphs when transitioning from one setting or time to another

Provide students with narrative texts that demonstrate how authors shift time frames and settings

Sample task:

Sample task:

W3: d: 6 th W3: d: 7th6th Jump 7th Use concrete words and phrases and sensory details to convey experiences and events precisely.

Convey experiences and events Capture the action

Build on ideas introduced in 6th and expand.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

Sample Strategies: Model using precise words/phrases,

sensory language, and relevant descriptive details to convey an experience

Model how to revise simple sentences using figurative language and sensory details to make them more vivid

Model how to delete and replace overused words

Use lessons focused on changing the connotation of words to change tone and mood

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Model the use of figurative language

in writing; have students identify and use figurative language throughout writing

Help students identify and highlight sensory details/figurative language in stories

Help students identify vivid action scenes in literature

Sample task:

Sample task:

W3: e: 6 th W3: e: 7th6th Jump 7th Provide a conclusion that follows from the narrated experiences or events.

Sample Strategies:

Conlusion should follow from experiences and events Follow and reflect on experiences and events

Provide a conclusion that follows from and reflects on the narrated experiences or events

Sample Strategies:

Model writing a conclusion that follows narrated experiences/events

Model how to end narrative to resolve any conflict presented and not leave any questions in the reader’s mind

Model writing conclusions to unfinished narratives, rewriting conclusions, and being able to justify how conclusions are reasonable and consistent with the existing context of the story

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Allow students to reflect on real-life experiences and convey what they learned or concluded from the experience

Review plot diagrams to ensure understanding of how a story unfolds

Model adding conclusions to unfinished narratives

Practice writing narratives with alternate endings

Sample task:

Sample task:

Error: Reference source not foundW2, W3, W5, W6, W7, W8, W9, W10W4: 6 th W4: 7th6th Jump 7th Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Build on ideas introduced in 6th and expand.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Sample Strategies: Model appropriate style of writing –

show exemplars Provide exemplars in different styles

of writing Use peer editing and revising Use of pairing and sharing using

checklists

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Model appropriate styles of writing –

show exemplars Identify the audience, task, and

purpose Model differences in style and tone

with regard to audience Use graphic organizers to aid in story

development Sample task:

Sample task:

Error: Reference source not foundW2, W3, W4, W6, W7, W8, W9, W10W5: 6 th W5: 7th6th Jump 7th 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

Focus shifts to how well purpose and audience have been addressed

Build on ideas introduced in 6th and expand.

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, focusing

for conventions should demonstrate command of Language standards 1-3 up to and including Sixth Grade).

Sample Strategies: Review editing expectations L1-L3

(up to and including current grade level)

Use graphic organizers for planning and peer revising

Lessons on style and tone Teacher conferencing with student

after peer revising and editing Lessons on pronouns (case, number,

person, inappropriate shifts, vague) Lessons on commas, parenthesis, and

dashes to sett of appositives and nonrestrictive clauses

Lessons on using correct sentence structure

Lessons on varying sentence structure

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7).

Sample Strategies: Model editing expectations L1-L3

(up to and including the current grade level)

Model use of webs and graphic organizers for planning writing for the different genres

Model editing and revising using revising strategies specific to each genre

Teacher conferencing with student after peer revising and editing

Sample task:

Sample task:

Error: Reference source not foundW2, W3, W4, W5, W7, W8, W9, W10W6: 6 th W6: 7th6th Jump 7th Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others

Sample Strategies:

Move to linking and citing sources

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Begin the year with guidance and support in using technology, especially in formatting. Provide help when needed

Model how to format for published writing

Model using Google Docs and Google Drive appropriately

transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Students use technology

independently Model citing sources using MLA

style Model lessons on linking sources Model utilizing Google docs, slides

and Google drive Sample task:

Sample task:

Error: Reference source not foundW2, W3, W4, W5, W6, W8, W9, W10W7: 6 th W7: 7th6th Jump 7th Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Sample Strategies:

Generate additional questions when appropriate for further research and

questions.

Build on ideas introduced in 6th and expand.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Model how to conduct short research based on background information on a specific class novel or short story using a list of credible sources

Model how to search on search engines using appropriate topic related keywords

Model finding credible and reliable sources

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample Strategies: Teachers provide short research

based questions that may be linked to a novel study, short story, poem, or informational text to allow for a deeper understanding of the text

Model finding a variety of credible sources to help answer questions

Model how to generate additional questions related to the topic

Sample task:

Sample task:

Error: Reference source not foundW2, W3, W4, W5, W6, W7, W9, W10W8: 6 th W8: 7th6th Jump 7th 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

Learn to use search terms effectively and follow a standard format for citation.

Build on ideas introduced in 6th and expand.

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding

information for sources.

Sample Strategies: Model paraphrasing with exemplars Model finding credible and reliable

sources Model how to introduce quotations

effectively Lessons on plagiarism: what it is and

what it looks like Model how to correct plagiarism Model how to find copyright

information from a variety of sources

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

plagiarism and following a standard format for citation.

Sample Strategies: Model use of MLA format used in

English instruction Model how to use search terms

effectively Review plagiarism and provide

instruction on how to avoid plagiarism

Model paraphrasing and quotations and provide exemplars

Sample task:

Sample task:

Error: Reference source not foundW2, W3, W4, W5, W6, W7, W8, W10W9: 6 th W9: 7th5th Jump 6th Draw evidence from literary or informational texts to support analysis, reflection, and research.

Sample Strategies:

Build on ideas introduced in 6th and expand.

By the end of 6th grade, teachers should transition students to the common vocabulary

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Sample Strategies:

Apply grade level reading standards for both literature and informational texts

of 7th grade (see Teacher Guidance Document).

Apply grade level reading standards for both literature and informational texts

Sample Task:

Sample Task:

Error: Reference source not foundW2, W3, W4, W5, W6, W7, W8, W9W10: 6 th W10: 7th6th Jump 7th Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).

Refine writing to focus on discipline specific tasks, purposes, and audiences.

Build on ideas introduced in 6th and expand.

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.

By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document).

Sample task:

Sample task: