8 Writing Standard 2 Writing Standard 2 and sections” appear in this context at “Paragraphs Write informative/explanatory texts to examine a informative/explanatory texts (e.g., essays, oral grade 4 but no other grade level in the 2010 topic and convey ideas, concepts, and information reports, biographical feature articles) to examine a standards, even when the standard remains through the selection, organization, and analysis of topic and convey ideas, concepts, and information otherwise identical or very similar across grades. relevant content. through the selection, organization, and analysis of Their addition here is for consistency. features” “Text a. Introduce a clearly, previewing what is to relevant content. is for accuracy and consistency with the Reading follow; organize ideas, concepts, and information a. Introduce a topic clearly, previewing what is to standards. Other edits are for flexibility—to into broader categories; include formatting (e.g., follow; use paragraphs and sections to organize emphasize that not all effective explanations are headings), graphics (e.g., charts, tables), and ideas, concepts, and information into broader traditional academic essays multimedia when useful to aiding categories; include text features (e.g., headings), comprehension. graphics (e.g., charts, tables), and multimedia the with relevant, well-chosen when useful to aiding comprehension. facts, definitions, concrete details, quotations, or the with relevant, well-chosen facts, other information and examples. definitions, concrete details, quotations, or other c. Use appropriate and varied transitions to create information and examples. cohesion and clarify the relationships among c. Use appropriate and varied transitions to create ideas and concepts. cohesion and clarify the relationships among precise language and domain-specific ideas and concepts. vocabulary to inform about or explain the topic. precise language and domain-specific e. Establish and maintain a formal style. vocabulary to inform about or explain the topic. f. Provide a concluding statement or section that e. Establish and maintain a style appropriate to follows from and supports the information or audience and purpose (e.g., formal for academic explanation presented. writing). f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
8 Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing Standard 2 informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and information into broader categories; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing). f. Provide a concluding statement or section that follows from and supports the information or explanation presented. “Paragraphs and sections” appear in this context at grade 4 but no other grade level in the 2010 standards, even when the standard remains otherwise identical or very similar across grades. Their addition here is for consistency. “Text features” is for accuracy and consistency with the Reading standards. Other edits are for flexibility—to emphasize that not all effective explanations are traditional academic essays
item3-ELA-Revisions.docx