Table of Contents
Content Home- Welcome
Module Overview- Pre-Assessment
- Unit 1: Career and College Readiness in the Technical Subjects
- Unit 2: Content Literacy in the Technical Subjects, K-5
- Unit 3: Building Content Literacy in the Technical Subjects, 6–12 Reading
- 3.1 College and Career Readiness Anchor Standards for Reading
- 3.2 Reading Standard 1: Evidence, Inferences, and Conclusions
- 3.3 Reading Standard 2: Central Ideas and Summarizing
- 3.4 Reading Standard 3: Multistep Procedures
- 3.5 CCR Anchor Standards, Reading 4, 5, & 6
- 3.6 Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas
- 3.7 Reading Standard 10: Text Complexity
- 3.8 Unit Summary
- Unit 4: Building Content Literacy in the Technical Subjects, 6–12 Writing
- 4.1 College and Career Readiness Anchor Standards for Writing
- 4.2 Writing in the Technical Subjects in the 21st Century
- 4.3 Writing Standard 1: Arguments to Support Claims
- 4.4 Different Types and Purposes of Writing
- 4.5 Writing Standard 2: Informative/Explanatory Text
- 4.6 Writing Standards 4, 5, and 6: Production and Distribution of Writing
- 4.7 Writing Standards 7, 8, and 9: Research to Build and Present Knowledge
- 4.8 Writing Standard 10: Range of Writing
- 4.9 Unit Summary: Review
- Module Summary
Post Assessment
Certificate of Completion
Resources- Module Evaluation
4.6 Writing Standards 4, 5, and 6: Production and Distribution of Writing
These are the CCR Writing Anchor Standards 4, 5, and 6.
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Locate your grade level Writing Standards 4, 5, and 6 on the chart below or use the one you downloaded previously and read and compare the standard for your grade level with the CCR Anchor Standards above.
Comparing Writing Standards Chart
The CCR Writing Anchor Standards 4, 5, and 6 focus on producing clear and coherent writing through the planning and writing process while addressing task, purpose, and audience. These standards ask the students to pay attention to the product as well as the process of their writing, just as they pay attention to the product and process relationship in the “doing” of their technical subject.
Utilizing technology’s capacity to access, display, and link information flexibly and dynamically is a key component for grades nine and ten, with ongoing feedback being a key component for grades eleven and twelve.
Content Literacy for Technical Subjects. Brought to you by the California Department of Education and the California Arts Project at California State University, San Bernardino.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
