- In HST, writing informative/explanatory texts, including narration of historical events, scientific
procedures/experiments, or technical processes (WHST.6–8.2), using relevant, well-chosen facts
(WHST.6–8.2b) and appropriate and varied transitions (WHST.6–8.2c) and establishing and
maintaining a formal style and objective tone (WHST.6–8.2e) - In ELA, writing narratives that engage the reader and establish context (W.6–8.3a) and point of
view (W.7–8.3a) using language to signal shifts in time frame or setting (W.6–8.3c) and show
relationships among experiences and ideas (W.8.3c) - In HST, producing clear and coherent writing (WHST.6–8.4)
- In ELA and HST, considering how well purpose and audience have been addressed in their
writing (W.7–8.5; WHST.6–8.5) - In ELA and HST, using technology with less support to produce and publish writing (W.6–8.6;
WHST.6–8.6), typing a minimum of three pages in a single sitting (W.6.6), linking and citing
sources (W.7.6), and presenting relationships between ideas and information clearly and
efficiently (W.8.6; WHST.6–8.6) - Across ELA and HST, writing a balance of texts to parallel the expectations of the National
Assessment of Educational Progress (NAEP 2008) at grade eight: 35 percent of writing to
persuade, 35 percent to explain, and 30 percent to convey experience
New to the CA ELD Standards is writing arguments collaboratively and independently
(ELD.PI.6–8.10a) in longer and more detailed literary and informational texts. All students, especially
ELs, benefit from a focus on making choices about how to use language in their writing for clarity,
precision, and variety. They learn to adapt their choices to be appropriate for the task, purpose, and
audience. For example, students learn to express attitudes and opinions or temper statements with
nuanced modal expressions (ELD.PI.6–8.11b), use grade-
appropriate general academic words and domain-specific
words and phrases (ELD.PI.6–8.12a), and use knowledge of
morphology (e.g., select prefixes and suffixes) to manipulate
language for accuracy of vocabulary and sentence structure
(ELD.PI.6–8.12b). They also develop their understandings
about how English works to make meaning via structuring
cohesive texts (ELD.PII.6–8.1–2), expanding and enriching
ideas (ELD.PII.6–8, Standards 3–5), and connecting and
condensing ideas in writing (ELD.PII.6–8, Standards 6–7).
English learners in middle school work their way towards full
proficiency in English by becoming increasingly conscious
about the language choices they make to express their ideas
in writing. In other words, like all students, they learn to
make intentional choices about particular language resources (e.g., cohesive devices, grammatical
structures, vocabulary) to illustrate their content understandings.
The CA CCSS for ELA/Literacy and CA ELD Standards promote writing and reading as inextricably
linked. Students write about what they read (W/WHST.6–8.9) and read in order to write (R/RH/RST.
6–8.2); in addition students write about what they do, such as engaging in hands-on explorations in
subject matter. Students also talk about what they are reading, writing, and exploring, listen to others,
and present findings of research. Students integrate the use multimedia and print and digital sources
in their writing and use technology to produce and publish their writing (W/WHST.6–8.6, 8). These
connections argue for writing in response to all reading students do. Writing assignments may be
short or long; they may be accomplished quickly or as the result of days or weeks of writing, revising,
and editing. Writing in the classroom should incorporate many forms, including notes, annotations,
questions, answers to questions, journal and lab entries, quickwrites, blog posts, summaries,
All students, especially ELs,
benefit from a focus on making
choices about how to use
language in their writing for
clarity, precision, and variety.
They learn to adapt their
choices to be appropriate
for the task, purpose, and
audience.Grades 6 to 8 Chapter 6 | 523