Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.

Provide reasons that support the opinion

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

Provide a concluding statement or section.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension

Develop the topic with facts, definitions, and details

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

Provide a concluding statement or section.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

Use temporal words and phrases to signal event order.

Provide a sense of closure.

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 1-3 above.)

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 13 up to and including grade 3.)

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.

Conduct short research projects that build knowledge about a topic.

Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

(Begins in grade 4).

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.