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