Grade K
CC W K-1
Text Types and Purposes |
1. 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...)is ...)
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Grade 1
CC W 1-1
Text Types and Purposes |
1. 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.
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Grade 2
CC W 2-1
Text Types and Purposes |
1. 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.
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Grade 3
CC W 3-1
Text Types and Purposes |
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinions and reasons.
d. Provide a concluding statement or section.
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Grade 4
CC W 4-1
Text Types and Purposes |
1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
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.
b. Provide reasons that are supported by facts
and details.
c. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section
related to the opinion presented.
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Grade 5
CC W 5-1
Text Types and Purposes |
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)
d. Provide a concluding statement or section related to the opinion presented.
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CC W K-2
Text Types and Purposes |
2. Write informative / explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more, but)
to connect ideas within categories of
information.
d. Provide a concluding statement or
section.
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CC W 1-2
Text Types and Purposes |
2. Write informative/
explanatory texts in which
they name a topic, supply some facts about
the topic, and provide some sense of closure.
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CC W 2-2
Text Types and Purposes |
2. Write informative/
explanatory texts in which they
introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
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CC W 3-2
Text Types and Purposes |
2. Write informative/
explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding
comprehension.
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b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more, but)
to connect ideas within categories of
information.
d. Provide a concluding statement or
section.
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CC W 4-2
Text Types and Purposes |
2. Write informative/
explanatory texts to examine a topic
and convey ideas and information clearly.
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.
b. Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
c. Link ideas within categories of information using
words and phrases (e.g., another, for example,
also, because).
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic. Provide a concluding statement or section related
to the information or explanation presented.
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CC W 5-2
Text Types and Purposes |
2. Write informative/
explanatory texts to examine a topic
and convey ideas and information clearly.
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.
b. Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related
to the information or explanation presented.
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CC W K-3
Text Types and Purposes |
3. 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.
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CC W 1-3
Text Types and Purposes |
3. Write narratives in which they recount twoor more appropriately sequenced events, in-
clude some details regarding what happened,
use temporal words to signal event order,
and provide some sense of closure.
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CC W 2-3
Text Types and Purposes |
3. 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.
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CC W 3-3
Text Types and Purposes |
3. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Establish a situation and introduce a
narrator and/or characters; organize
an event sequence that unfolds
naturally.
b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations.
c. Use temporal words and phrases to
signal event order.
d. Provide a sense of closure.
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CC W 4-3
Text Types and Purposes |
3. Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop
experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
d. Provide a conclusion that follows from the narrated experiences or events.
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CC W 5-3
Text Types and Purposes |
3. Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b.Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and
clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory
details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
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CC W K-4
Production and Distribution of Writing |
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CC W 1-4
Production and Distribution of Writing |
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CC W 2-4
Production and Distribution of Writing |
4. With guidance and support from adults, produce writing
in which the development and organization are appropri-
ate to task and purpose. (Grade-specific expectations for
writing types are defined in standards 1–3 above.) CA
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CC W 3-4
Production and Distribution of Writing |
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 above.) CA
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CC W 4-4
Production and Distribution of Writing |
4. Produce clear and coherent writing (including
multiple-paragraph texts) 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.) CA
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CC W 5-4
Production and Distribution of Writing |
4. Produce clear and coherent writing (including multiple-
paragraph texts) 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.) CA
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CC W K-5
Production and Distribution of Writing |
5. With guidance and support from adults,
respond to questions and suggestions from
peers and add details to strengthen writing
as needed.
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CC W 1-5
Production and Distribution of Writing |
5. 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.
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CC W 2-5
Production and Distribution of Writing |
5. With guidance and support from adults and peers, focus
on a topic and strengthen writing as needed by revising
and editing.
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CC W 3-5
Production and Distribution of Writing |
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.)
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CC W 4-5
Production and Distribution of Writing |
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.)
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CC W 5-5
Production and Distribution of Writing |
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.)
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CC W K-5-6
Production and Distribution of Writing |
6. With guidance and support from adults,
explore a variety of digital tools to produce
and publish writing, including in
collaboration with peers.
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CC W 1-6
Production and Distribution of Writing |
6. With guidance and support from adults, use
a variety of digital tools to produce and
publish writing, including in collaboration
with peers.
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CC W 2-6
Production and Distribution of Writing |
6. With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
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CC W 3-6
Production and Distribution of Writing |
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.
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CC W 4-6
Production and Distribution of Writing |
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.
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CC W 5-6
Production and Distribution of Writing |
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.
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CC W K-5-7
Research to Build and Present Knowledge |
7. Participate in shared research and writing
projects (e.g., explore a number of books by
a favorite author and express opinions about
them).
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CC W 1-7
Research to Build and Present Knowledge |
7. 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).
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CC W 2-7
Research to Build and Present Knowledge |
7. 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).
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CC W 3-7
Research to Build and Present Knowledge |
7. Conduct short research projects that
build knowledge about a topic.
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CC W 4-7
Research to Build and Present Knowledge |
7. Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
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CC W 5-7
Research to Build and Present Knowledge |
7. Conduct short research projects that use several
sources to build knowledge through investigation of
different aspects of a topic.
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CC W K-5-8
Research to Build and Present Knowledge |
8. With guidance and support from adults,
recall information from experiences or gather
information from provided sources to answer
a question.
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CC W 1-8
Research to Build and Present Knowledge |
8. With guidance and support from adults, recall
information from experiences or gather
information from provided sources to answer
a question.
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CC W 2-8
Research to Build and Present Knowledge |
8. Recall information from experiences or gather
information from provided sources to answer a
question.
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CC W 3-8
Research to Build and Present Knowledge |
8. Recall information from experiences
or gather information from print and
digital sources; take brief notes on
sources and sort evidence into
provided categories.
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CC W 4-8
Research to Build and Present Knowledge |
8. Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes, paraphrase, and categorize
information, and provide a list of sources. CA
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CC W 5-8
Research to Build and Present Knowledge |
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.
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CC W K-5-9
Research to Build and Present Knowledge |
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CC W 1-9
Research to Build and Present Knowledge |
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CC W 2-9
Research to Build and Present Knowledge |
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CC W 3-9
Research to Build and Present Knowledge |
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CC W 4-9
Research to Build and Present Knowledge |
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
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].”).
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”).
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CC W 5-9
Research to Build and Present Knowledge |
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
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]”).
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]”).
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CC W K-5-10
Research to Build and Present Knowledge |
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CC W 1-10
Research to Build and Present Knowledge |
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CC W 2-10
Research to Build and Present Knowledge |
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. CA
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CC W 3-10
Research to Build and Present Knowledge |
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.
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CC W 4-9
Research to Build and Present Knowledge |
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.
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CC W 5-9
Research to Build and Present Knowledge |
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.
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