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NECAP Grade Level Expectations (GLEs) for Writing Grade 6
Writing is assessed at the statewide level in the fall of grades 5 and 8. Therefore, support materials are provided for end of grade 4 and end of grade 7 GLEs. Writing is an integral part of local assessment at all grade levels, and the NECAP GLEs provide grade-level guidelines for teachers.
GLE Clusters (click on number to view): Structures of Language (6.1) | Writing in Response to Literary or Informational Text (6.2, 6.3) | Narrative Writing (6.4, 6.5) | Informational Writing (6.6, 6.7, 6.8) | Writing Conventions (6.9)
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GLE |
Support
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Student Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
Students demonstrate command of the structures of sentences, paragraphs, and text by… |
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Using varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) |
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Using the paragraph form: indenting, main idea, supporting details |
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Recognizing organizational structures within paragraphs EXAMPLES (of text structures): description, sequential chronology, proposition/support, compare/contrast |
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Applying a format and text structure appropriate to the purpose
of the writing EXAMPLE: Given a paragraph, students write the next paragraph,
using appropriate and consistent text structure |
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GLE |
Support
Materials |
Student Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
In response to literary or informational text, students show understanding of plot /ideas/concepts by… |
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Selecting appropriate information to set context/background |
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Summarizing key ideas |
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Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas |
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GLE |
Support
Materials |
Student Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
In response to literary or informational text, students make and support analytical judgments about text by… |
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Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question |
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Making inferences about content, events, characters, setting, or
common themes and the relationship(s) among them EXAMPLE: Identifying theme and then making links between content/events and theme |
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Using specific details and references to text or relevant citations to support focus or judgment |
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Organizing ideas, using transition words/phrases and writing a conclusion that provides closure |
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GLE |
Support
Materials |
Student Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
In written narratives, students organize and relate a story line/plot/series of events by… |
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Creating a clear and coherent (logically consistent) story line |
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Establishing context, problem/conflict/ challenge, and resolution, and maintaining point of view, (1st person, 3rd person, or omniscient) |
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Using transition words/phrases to establish clear chronology and to enhance meaning |
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GLE |
Support
Materials |
Student Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
Students demonstrate use of narrative strategies by… |
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Using relevant and descriptive details and sensory language to advance the plot/story line EXAMPLE: I could hear bells ringing. It sent shivers down my spine. |
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Using dialogue to advance plot/story line |
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Developing characters through description, dialogue, and actions |
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Using voice appropriate to purpose |
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Maintaining focus |
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GLE |
Support
Materials |
Student work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
In informational writing, students organize ideas/concepts by … |
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Using an organizational text structure appropriate to focus/controlling
idea EXAMPLES (of text structures): description, sequential, chronology, proposition/support, compare/contrast |
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Selecting appropriate information to set context, which may include a lead/hook EXAMPLES (of lead/hook): startling statistic, anecdote/scenario, moving from the general to the specific, quotation |
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Using transition words or phrases appropriate to organizational text structure |
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Writing a conclusion that provides closure |
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GLE |
Support
Materials |
Student
Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
In informational writing, students effectively convey purpose by… |
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Stating and maintaining a focus/controlling idea on a topic |
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GLE |
Support
Materials |
Student Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
In informational writing, students demonstrate use of a range of elaboration strategies by … |
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Including facts and details relevant to focus/controlling idea, and excluding extraneous information |
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Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images |
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Addressing readers' concerns (including counterarguments - in persuasive writing; addressing potential problems -in procedures; providing context -in reports) |
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GLE | Support Materials | Student Work |
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 6 Clusters: |
In independent writing, students demonstrate command of appropriate English conventions by… |
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Applying rules of standard English usage to correct grammatical
errors EXAMPLES: subject-verb agreement, irregular plurals, sentence fragments and run-ons |
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Applying basic capitalization rules |
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Using punctuation to clarify meaning |
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Correctly spelling grade-appropriate, high-frequency words, including
homonyms and homophones and applying syllables and affix spelling
patterns/rules EXAMPLES: consonant doubling, consonant patterns, units of meaning - common roots, base words, pre/suffixes |
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