Standards Database Logo
Home | Browse | Search | Purpose | History | Process | Acknowledgment| Reference

 


 


Common Core English Language Arts

StrandWriting
  Grade 3
   W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
   W.3.1.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
   W.3.1.b. Provide reasons that support the opinion.
   W.3.1.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
   W.3.1.d. Provide a concluding statement or section (for an opinion piece).
   W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
   W.3.2.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
   W.3.2.b. Develop the topic with facts, definitions, and details.
   W.3.2.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
   W.3.2.d. Provide a concluding statement or section (for informative writing).
   W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
   W.3.3.a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
   W.3.3.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
   W.3.3.c. Use temporal words and phrases to signal event order.
   W.3.3.d. Provide a sense of closure.
   W.3.4. 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.)
   W.3.5. 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 1-3 up to and including grade 3).
   W.3.6. 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.
   W.3.7. Conduct short research projects that build knowledge about a topic.
   W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
   W.3.10. 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.
  Grade 4
   W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
   W.4.1.a. 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.
   W.4.1.b. Provide reasons that are supported by facts and details.
   W.4.1.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
   W.4.1.d. Provide a concluding statement or section related to the opinion presented.
   W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
   W.4.2.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
   W.4.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
   W.4.2.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
   W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
   W.4.2.e. Provide a concluding statement or section related to the information or explanation presented.
   W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
   W.4.3.a. Orient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
   W.4.3.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
   W.4.3.c. Use a variety of transitional words and phrases to manage the sequence of events.
   W.4.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
   W.4.3.e. Provide a conclusion that follows from the narrated experiences or events.
   W.4.4. 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 1-3.)
   W.4.5. 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 1-3 up to and including grade 4.
   W.4.6. 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; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
   W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
   W.4.8. 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.
   W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
   W.4.9.a. 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].").
   W.4.9.b. 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").
   W.4.10. 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.
  Grade 5
   W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
   W.5.1.a. 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.
   W.5.1.b. Provide logically ordered reasons that are supported by facts and details.
   W.5.1.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
   W.5.1.d. Provide a concluding statement or section related to the opinion presented.
   W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
   W.5.2.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
   W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
   W.5.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
   W.5.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
   W.5.2.e. Provide a concluding statement or section related to the information or explanation presented.
   W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
   W.5.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
   W.5.3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
   W.5.3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
   W.5.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
   W.5.3.e. Provide a conclusion that follows from the narrated experiences or events.
   W.5.4. 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 1-3 above.)
   W.5.5. 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 1-3 up to and including grade 5).
   W.5.6. 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; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
   W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
   W.5.8. 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.
   W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
   W.5.9.a. Apply grade 5 Reading standards to literature (e.g., "Compare 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]").
   W.5.9.b. 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]").
   W.5.10. 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.