Administrative Rules of Montana, Subchapter 10.53.4, Rule 10.53.408 - WRITING STANDARDS | Administrative Rules of Montana

(1) Writing standards for a student at the kindergarten level are:

(a) use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...);

(b) use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic;

(c) use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events; tell about the events in the order in which they occurred; and provide a reaction to what happened;

(d) with guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed;

(e) with guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers;

(f) participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them and include sources by and about American Indians); and

(g) with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question and include sources by and about American Indians.

(2) Writing standards for a student at the Grade 1 level are:

(a) write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure;

(b) write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure;

(c) write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure;

(d) with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed;

(e) with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers;

(f) participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions and include sources by and about American Indians); and

(g) with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question, including sources by and about American Indians.

(3) Writing standards for a student at the Grade 2 level are:

(a) write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section;

(b) write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section;

(c) write narratives in which they recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order; and provide a sense of closure;

(d) with guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;

(e) with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers;

(f) participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) and include sources by and about American Indians; and

(g) recall information from experiences or gather information from provided sources to answer a question, including sources by and about American Indians.

(4) Writing standards for a student at the Grade 3 level are:

(a) write opinion pieces on topics or texts supporting a point of view with reasons;

(i) introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons;

(ii) provide reasons that support the opinion;

(iii) use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons; and

(iv) provide a concluding statement or section;

(b) write informative/explanatory texts to examine a topic and convey ideas and information clearly;

(i) introduce a topic and group related information together and include illustrations when useful to aid comprehension;

(ii) develop the topic with facts, definitions, and details;

(iii) use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information; and

(iv) provide a concluding statement or section;

(c) write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences;

(i) establish a situation and introduce a narrator and/or characters and organize an event sequence that unfolds naturally;

(ii) use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations;

(iii) use temporal words and phrases to signal event order; and

(iv) provide a sense of closure;

(d) with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (Grade-specific expectations for writing types are defined in standards (a) through (c) above.);

(e) with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing (Editing for conventions should demonstrate command of language standards (a) through (c) up to and including Grade 3.);

(f) with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others;

(g) conduct short research projects that build knowledge about a topic and include sources by and about American Indians;

(h) recall information from experiences or gather information from print and digital sources; take brief notes on sources, sort evidence into provided categories; and include sources by and about American Indians; and

(i) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(5) Writing standards for a student at the Grade 4 level are:

(a) write opinion pieces on topics or texts supporting a point of view with reasons and information;

(i) introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose;

(ii) provide reasons that are supported by facts and details;

(iii) link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition); and

(iv) provide a concluding statement or section related to the opinion presented;

(b) write informative/explanatory texts to examine a topic and convey ideas and information clearly;

(i) introduce a topic clearly and group related information in paragraphs and sections and include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension;

(ii) develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic;

(iii) link ideas within categories of information using words and phrases (e.g., another, for example, also, because);

(iv) use precise language and domain-specific vocabulary to inform about or explain the topic; and

(v) provide a concluding statement or section related to the information or explanation presented;

(c) write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences;

(i) orient the reader by establishing a situation and introducing a narrator and/or characters and organize an event sequence that unfolds naturally;

(ii) use dialogue and description to develop experiences and events or show the responses of characters to situations;

(iii) use a variety of transitional words and phrases to manage the sequence of events;

(iv) use concrete words and phrases and sensory details to convey experiences and events precisely; and

(v) provide a conclusion that follows from the narrated experiences or events;

(d) produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards (a) through (c) above.);

(e) with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing (Editing for conventions should demonstrate command of language standards (a) through (c) up to and including Grade 4.);

(f) with some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others and demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting;

(g) conduct short research projects that build knowledge through investigation of different aspects of a topic and include topics and/or sources by and about American Indians;

(h) recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information; and provide a list of sources;

(i) draw evidence from literary or informational texts to support analysis, reflection, and research;

(i) apply Grade 4 reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."); and

(ii) apply Grade 4 reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text"); and

(j) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(6) Writing standards for a student at the Grade 5 level are:

(a) write opinion pieces on topics or texts supporting a point of view with reasons and information;

(i) introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose;

(ii) provide logically ordered reasons that are supported by facts and details;

(iii) link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically); and

(iv) provide a concluding statement or section related to the opinion presented;

(b) write informative/explanatory texts to examine a topic and convey ideas and information clearly;

(i) introduce a topic clearly, provide a general observation and focus, and group related information logically and include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension;

(ii) develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic;

(iii) link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially);

(iv) use precise language and domain-specific vocabulary to inform about or explain the topic; and

(v) provide a concluding statement or section related to the information or explanation presented;

(c) write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences;

(i) orient the reader by establishing a situation and introducing a narrator and/or characters and organize an event sequence that unfolds naturally;

(ii) use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations;

(iii) use a variety of transitional words, phrases, and clauses to manage the sequence of events;

(iv) use concrete words and phrases and sensory details to convey experiences and events precisely; and

(v) provide a conclusion that follows from the narrated experiences or events;

(d) produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards (a) through (c) above.);

(e) with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (Editing for conventions should demonstrate command of language standards (a) through (c) above up to and including Grade 5.);

(f) with some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others and demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting;

(g) conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic and include sources and/or topics by and about American Indians;

(h) recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work; and provide a list of sources;

(i) draw evidence from literary or informational texts to support analysis, reflection, and research;

(i) apply Grade 5 reading standards to literature (e.g., "and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"); and

(ii) apply Grade 5 reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"); and

(j) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(7) Writing standards for a student at the Grade 6 level are:

(a) write arguments to support claims with clear reasons and relevant evidence;

(i) introduce claim(s) and organize the reasons and evidence clearly;

(ii) support claim(s) with clear reasons and relevant evidence, using credible sources, including oral sources, and demonstrating an understanding of the topic or text;

(iii) use words, phrases, and clauses to clarify the relationships among claim(s) and reasons;

(iv) establish and maintain a formal style; and

(v) provide a concluding statement or section that follows from the argument presented;

(b) write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content;

(i) introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect and include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension;

(ii) develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;

(iii) use appropriate transitions to clarify the relationships among ideas and concepts;

(iv) use precise language and domain-specific vocabulary to inform about or explain the topic;

(v) establish and maintain a formal style; and

(vi) provide a concluding statement or section that follows from the information or explanation presented;

(c) write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

(i) engage and orient the reader by establishing a context and introducing a narrator and/or characters and organize an event sequence that unfolds naturally and logically;

(ii) use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters;

(iii) use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

(iv) use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events; and

(v) provide a conclusion that follows from the narrated experiences or events;

(d) produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards (a) through (c) above.);

(e) with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (Editing for conventions should demonstrate command of language standards (a) through (c) up to and including Grade 6.);

(f) use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others and demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting;

(g) conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate and include sources and/or topics by and about American Indians;

(h) gather relevant information from multiple oral, print, and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources;

(i) draw evidence from literary or informational texts to support analysis, reflection, and research;

(i) apply Grade 6 reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"); and

(ii) apply Grade 6 reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"); and

(j) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(8) Writing standards for a student at the Grade 7 level are:

(a) write arguments to support claims with clear reasons and relevant evidence;

(i) introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically;

(ii) support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources, including oral sources, and demonstrating an understanding of the topic or text;

(iii) use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence;

(iv) establish and maintain a formal style; and

(v) provide a concluding statement or section that follows from and supports the argument presented;

(b) write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content;

(i) introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect and include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension;

(ii) develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;

(iii) use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts;

(iv) use precise language and domain-specific vocabulary to inform about or explain the topic;

(v) establish and maintain a formal style; and

(vi) provide a concluding statement or section that follows from and supports the information or explanation presented;

(c) write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

(i) engage and orient the reader by establishing a context, point of view, and introducing a narrator and/or characters and organize an event sequence that unfolds naturally and logically;

(ii) use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters;

(iii) use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

(iv) use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events; and

(v) provide a conclusion that follows from and reflects on the narrated experiences or events;

(d) produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards (a) through (c).);

(e) with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach and focusing on how well purpose and audience have been addressed (Editing for conventions should demonstrate command of Language standards(a) through (c) up to and including Grade 7.);

(f) use technology, including the internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources;

(g) conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation and include sources and/or topics by and about American Indians;

(h) gather relevant information from multiple print and digital sources using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

(i) draw evidence from literary or informational texts to support analysis, reflection, and research;

(i) apply Grade 7 reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"); and

(ii) apply Grade 7 reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"); and

(j) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(9) Writing standards for a student at the Grade 8 level are:

(a) write arguments to support claims with clear reasons and relevant evidence;

(i) introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically;

(ii) support claim(s) with logical reasoning and relevant evidence using accurate, credible sources, including oral sources, and demonstrating an understanding of the topic or text;

(iii) use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence;

(iv) establish and maintain a formal style; and

(v) provide a concluding statement or section that follows from and supports the argument presented;

(b) write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content;

(i) introduce a topic clearly previewing what is to follow; organize ideas, concepts, and information into broader categories; and include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension;

(ii) develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples;

(iii) use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts;

(iv) use precise language and domain-specific vocabulary to inform about or explain the topic;

(v) establish and maintain a formal style; and

(vi) provide a concluding statement or section that follows from and supports the information or explanation presented;

(c) write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

(i) engage and orient the reader by establishing a context, point of view, and introducing a narrator and/or characters and organize an event sequence that unfolds naturally and logically;

(ii) use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters;

(iii) 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;

(iv) use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events; and

(v) provide a conclusion that follows from and reflects on the narrated experiences or events;

(d) produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards (a) through (c) above.);

(e) with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed (Editing for conventions should demonstrate command of language standards (a) through (c) up to and including Grade 8.);

(f) use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others;

(g) conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration and include sources and/or topics by and about American Indians;

(h) gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

(i) draw evidence from literary or informational texts to support analysis, reflection, and research;

(i) apply Grade 8 reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"); and

(ii) apply Grade 8 reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient and recognize when irrelevant evidence is introduced"); and

(j) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(10) Writing standards for a student at the Grade 9-10 level are:

(a) write arguments to support claims in an analysis of substantive topics or text, including culturally diverse topics or texts, using valid reasoning and relevant and sufficient evidence;

(i) introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence;

(ii) develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns;

(iii) use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, reasons and evidence, and claim(s) and counterclaims;

(iv) establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; and

(v) provide a concluding statement or section that follows from and supports the argument presented;

(b) write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content;

(i) introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; and include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension;

(ii) develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic;

(iii) use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;

(iv) use precise language and domain-specific vocabulary to manage the complexity of the topic;

(v) establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; and

(vi) provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic);

(c) write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences;

(i) engage and orient the reader by setting out a problem, situation, or observation; establishing one or multiple point(s) of view; introducing a narrator and/or characters; and create a smooth progression of experiences or events;

(ii) use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters;

(iii) use a variety of techniques to sequence events so that they build on one another to create a coherent whole;

(iv) use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; and

(v) provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative;

(d) produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards (a) through (c) above.);

(e) develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (Editing for conventions should demonstrate command of language standards (a) through (c) up to and including Grades 9-10.);

(f) use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically;

(g) conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation;

(h) gather relevant information from multiple authoritative print and digital sources using advanced searches effectively; assess the usefulness of each source in answering the research question; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation;

(i) draw evidence from literary or informational texts, including American Indian texts, to support analysis, reflection, and research;

(i) apply Grades 9-10 reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]" and as in James Welch's Fools Crow, the author retells the Pikuni traditional story, "Star Boy"); and

(ii) apply Grades 9-10 reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text; assessing whether the reasoning is valid and the evidence is relevant and sufficient; and identify false statements and fallacious reasoning"); and

(j) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

(11) Writing standards for a student at the Grade 11-12 level are:

(a) write arguments to support claims in an analysis of substantive topics or texts, including culturally diverse topics or texts, using valid reasoning and relevant and sufficient evidence;

(i) introduce precise, knowledgeable claim(s); establish the significance of the claim(s); distinguish the claim(s) from alternate or opposing claims; and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence;

(ii) develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases;

(iii) use words, phrases, and clauses as well as varied syntax to link the major sections of the text; create cohesion; and clarify the relationships between claim(s) and reasons, reasons and evidence, and claim(s) and counterclaims;

(iv) establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; and

(v) provide a concluding statement or section that follows from and supports the argument presented;

(b) write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content;

(i) introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; and include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension;

(ii) develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic;

(iii) use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;

(iv) use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic;

(v) establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; and

(vi) provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic);

(c) write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences;

(i) engage and orient the reader by setting out a problem, situation, or observation and its significance; establish one or multiple point(s) of view; introduce a narrator and/or characters; and create a smooth progression of experiences or events;

(ii) use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters;

(iii) use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution);

(iv) use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; and

(v) provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative;

(d) produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards (a) through (c) above.);

(e) develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (Editing for conventions should demonstrate command of language standards (a) through (c) up to and including Grades 11-12.);

(f) use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback and include new arguments or information;

(g) conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, and demonstrate understanding of the subject under investigation;

(h) gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation;

(i) draw evidence from literary or informational texts, including those by and about American Indians, to support analysis, reflection, and research;

(i) apply Grades 11-12 reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"); and

(ii) apply Grades 11-12 reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses, American Indian Policies]"); and

(j) write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Administrative Rules of MontanaDepartment 10 - EDUCATIONChapter 10.53 - CONTENT STANDARDSSubchapter 10.53.4 - English Language Arts and Literacy Content StandardsRule 10.53.408 - WRITING STANDARDS

Administrative Rules of Montana
Department 10 - EDUCATION
Chapter 10.53 - CONTENT STANDARDS
Subchapter 10.53.4 - English Language Arts and Literacy Content Standards
Rule 10.53.408 - WRITING STANDARDS