Notes
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Grades 6–8 Interacting in Meaningful Ways Collaborative Standard 2
What the Student Does
Emerging
Gist: Students collaborate with peers on joint writing projects of informational and literary texts, using technology as appropriate.
6 They consider:Do I know how to be part of short written exchanges with my peers?Can we collaborate on simple informational and literary texts?How can my classmates and I use technology to write or publish together?
7 They consider:Do I know how to be part of short written exchanges with my peers?Can we collaborate on simple informational and literary texts?How can my classmates and I use technology to write or publish together?
8 They consider:Do I know how to be part of short written exchanges with my peers?Can we collaborate on simple informational and literary texts?How can my classmates and I use technology to write or publish together?
Expanding
Gist: Students collaborate with peers on joint writing projects of informational and literary texts, using technology as appropriate.
6 They also consider:Do I know how to be part of longer written exchanges with my peers?Can we write more detailed informational and literary texts?
7 They also consider:Do I know how to be part of longer written exchanges with my peers?Can we write more detailed informational and literary texts?
8 They also consider:Do I know how to be part of longer written exchanges with my peers?Can we write more detailed informational and literary texts?
Bridging
Gist: Students collaborate with peers through written exchanges and on written texts, using technology as appropriate.
6 They also consider:Do I know how to be part of extended written exchanges with my peers?Can we write complex informational and literary texts on a variety of topics?
7 They also consider:Do I know how to be part of extended written exchanges with my peers?Can we write complex informational and literary texts on a variety of topics?
8 They also consider:Do I know how to be part of extended written exchanges with my peers?Can we write complex informational and literary texts on a variety of topics?
Source: California English-Language Development Standards for Grades K–12, California Department of Education, 2012.
CCSS ELA Standards Related to Standard 2 Interacting via written English
In addition to the ELA Speaking and Listening and Language standards provided in this chart, ELD Standard 2: Interacting via written English is also correlated with ELA Writing Standards 6.6, 7.6, and 8.6 and CCSS Writing History and Science Standards 6.6, 7.6, and 8.6.
Source: Common Core State Standards, K–12 English Language Arts (2010).
Grades 6–8 Interacting in Meaningful Ways Collaborative Standard 2
What the Teacher Does
In Grade 6, expectations for students’ writing content, skills, and strategies build on those in Grade 5 while expanding in specific ways. Most notable is the move from writing opinion pieces in Grade 5 to writing arguments to support claims with clear reasons and relevant evidence in Grade 6 (W.6.1). In addition, students use credible sources in writing arguments and organize their claims and evidence clearly. Students continue to write informative/explanatory texts; however, the way in which students select, organize, and analyze relevant content when writing is more specific and advanced (W.6.2) and for the first time includes a thesis statement. Students also continue to write narrative texts, which now contain relevant descriptive details and well-structured event sequences (W.6.3).
Just as students in this grade span are expected to have more frequent and sophisticated academic conversations, so are they expected to practice their writing with ample time allotted across content areas. ELLs in particular need scaffolded writing experiences whereby they are explicitly taught the purpose, organizational structure, and linguistic features associated with the genres of writing expected. One way to do this is by modeling the writing process through joint construction, which includes writing with students (see Snapshot 6.1).
Tips for Differentiation by Proficiency Level:
Emerging—Students at this proficiency level will need multiple scaffolds for the writing process, including collaborative and joint writing. Teachers can use developmentally appropriate and relevant picture prompts with word banks and chart student responses to model the writing process.
Expanding—Cloze passages can be used, alongside of word banks, that teachers can use to chart student responses on.
Bridging—Students can work collaboratively with each other, using cloze passage templates (or teacher charting), in order to compose joint writing selections. The teacher can ask students to discuss and then outline their thinking together before completing assigned to certain sections.
Source: 2014 ELA/ELD Framework, pp. 553–554.
Notes
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Grades 6–8 Interacting in Meaningful Ways Collaborative Standard 2
Academic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written English
Collaboration
