6.10.A

ELA6th GradeThe student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

The Standard

plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What This Standard Means

What Students Need to Do

Students decide what kind of text best fits their topic, goal, and readers. Before drafting, they gather and organize ideas through talk, reading, research, or personal experience.

What Mastery Looks Like

Students select a genre that fits the topic, intended reader, and reason for writing. They build a useful first-draft plan through conversation, brief research, or personal experience.

Common Misconceptions

Students may choose a genre because they like it, without considering the reader or purpose. They may also begin drafting before gathering ideas or useful background information.

How to Assess It

Give students a topic, audience, and purpose. Ask them to choose a genre and list two planning steps they would use before drafting.

Lesson moves

Ways to Teach It

  1. Give groups topic, audience, purpose, and genre cards to match, then ask them to explain each match.

  2. Ask students to explain which genre best fits a school lunch issue when writing to the principal versus a friend.

  3. Play Genre Match Relay, where teams race to pair writing situations with genres and name one planning strategy.

  4. Have students plan a review, complaint letter, or how-to guide for a real product, service, or task they know.

Keep exploring

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