HS Spanish Guide

Grades 6–8, English

What could this look like in practices in grades 6-8?*

ACT Readiness Standards: Snapshot of Expected Skills

Utah Core Standards: Snapshot of Expected Skills

Category

Production of Writing Questions in this category test how well students develop a given topic by choosing expressions appropriate to an essay’s audience and purpose; judging the effect of adding, revising, or deleting supporting material; judging the relevance of statements in context; organizing ideas; and choosing effective opening, transitional, and closing sentences.

TOD 501 Determine the relevance of material in terms of the focus of the paragraph ORG 401 Determine the need for transition words or phrases to establish straightforward logical relationships ORG 403 Provide an introduction to a straightforward paragraph ORG 302 Provide a simple conclusion to a paragraph or essay ORG 505 Rearrange the paragraphs in an essay for the sake of logic

6.W.2.a, 7.W.2.a, 8.W.2.a* Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension. 6.W.2.b, 7.W.2.b, 8.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples. 6.W.1.e and 2.f, 7.W.1.e and 2.f, 8.W.1.e and 2.f Craft an effective and relevant conclusion. 6.W.2.c, 7.W.2.c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 8.W.2.c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. 6.W.5, 7.W.5, 8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing, or trying a new

Have students routinely write informal and formal responses to literary and informational text to strengthen writing fluency. Give students an authentic student essay. Have students work in teams to evaluate the relevance of the information presented. Where material is deemed irrelevant, have students provide suggestions for revisions. Recognize and experiment with sophisticated organizational structures (problem/solution, cause/effect, etc.). Take a model essay and cut it into paragraphs or sentences. Have students work in teams to organize the essay logically. Give students a model essay with missing words and phrases. Have students work in pairs to provide the most appropriate transitional words and phrases. During a writing workshop, have students focus on improving their introduction and conclusion in an essay through constructive feedback from teachers and peers.

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