k nd opinion writing standard text types purposes...k‐2nd opinion writing standard #1 ‐ text...

K‐2nd Opinion Writing Standard #1 ‐ Text Types and Purposes

Kindergarten 1st Grade 2nd Grade 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…).

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

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

About Standard #1 Opinion writing “. . . an elementary type of argument in which students give reasons for their opinions and preferences. Because reasons are required, such writing helps prepare students for drafting the arguments they will be expected to create beginning in grade 6” (CCELA Appendix C p. 2). Students will learn that an opinion cannot be supported by another opinion, such as “I like dogs because they are nice.” Rather, an opinion needs to be supported by facts and reasons, such as “I like dogs because my dog wags his tail when I come home.” Kindergarten and first grade begin simply enough, expecting a student to introduce a topic and supply some opinion for it, perhaps with a reason. But then in second grade, the student is expected to structure his or her writing in support of his or her claim. Some examples of different genres of opinion writing that could be used for modeling opinions are:

Product Reviews

Personal Responses to Literature

Book Reviews

Blogs

Persuasive Letters

Complaints

Restaurant Reviews

Advertisements

3rd – 5th Opinion Writing Standard #1 ‐ Text Types and Purposes

3rd Grade 4th Grade 5th Grade

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

Introduce the topic or text, state an opinion and create an organizational structure that lists reasons

Provide reasons that support the opinion

Use linking words and phrases to connect opinion and reasons

Provide a concluding statement or section

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

Introduce a topic or text clearly, state an opinion and create an organizational structure in which ideas are grouped to support the writer’s purpose

Provide reasons that are supported by facts and details

Link opinion and reasons using words and phrases


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

Introduce a topic or text clearly, state an opinion and create an organizational structure in which ideas are grouped to support the writer’s purpose

Provide logically ordered reasons that are supported by facts and details

Link opinion and reasons using words and phrases and clauses


About Standard #1 Opinion writing “. . . an elementary type of argument in which students give reasons for their opinions and preferences. Because reasons are required, such writing helps prepare students for drafting the arguments they will be expected to create beginning in grade 6” (CCSS‐ELA Appendix C, p. 2). Students will learn than an opinion cannot be supported by another opinion, such as “I like dogs because they are nice.” Rather, an opinion needs to be supported by reasons and facts, such as “I like dogs because my dog wags his tail when I come home.” In the elementary grades, students are also learning the vocabulary of opinion writing, as words such as “because”, “since,” “for instance”, or “consequently” are introduced at various grade levels. Some examples of different genres of opinion writing that could be used for modeling opinions are:

Product Reviews


Book Reviews

Blogs

Persuasive Letter

Complaints

Restaurant Reviews

Advertisements

Persuasive Video or Photo Documentaries

Persuasive Essays

Literary Essays

6th – 8th English/Language Arts Teachers Argument Writing

Standard #1 ‐ Text Types and Purposes Grades 6 Grades 7 Grade 8 Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s) and organize the reasons and relevant evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the argument presented.

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s) and acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify relationships among claim(s), reasons and evidence.


Provide a concluding statement or section that follows from and supports the argument presented.

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claims, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons and evidence.



About Standard #1 In writing arguments, “the writer presents a claim and supports it with evidence in an attempt to change the reader’s point of view, bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue or problem,” (CCSS‐ELA Appendix A p. 23). Writing arguments at this grade band is an advancement of the traditional persuasive writing practiced in earlier grades; the basic persuasive elements of opinions, reasons, and evidence begin to include the more advanced elements involved in making precise claims substantiated by evidence from the text, and the more advanced aspects of rhetoric, style, and an evaluation of evidence. Effective arguments hinge on the merit and clear reasoning of the central claims made, as well as the student’s consideration of the task, purpose, and audience.

Common terms used in argument writing are as follows: Claim – A statement of the writer’s position on a particular, arguable topic; a thesis.

Counterclaim – A claim that opposes or disagrees with the thesis/claim. In logical argumentation, counterclaims should be presented fairly and thoroughly. A writer often raises counterclaims because he anticipates that they are already in the minds of the audience and need to be addressed.

Evidence – Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science,

Reason – a statement that supports a given claim, making it more than a simple assertion or opinion. Reasons are the writer’s explanation or justification for what he claims

Some examples of different genres of argument writing:

Product Reviews


Book Reviews

Blogs

Persuasive Letter

Complaints

Restaurant Reviews

Advertisements

Persuasive Video or Photo Documentaries

Persuasive Essays

Literary Essays

6th – 12th History/Social Studies, Science and Technical Subjects Argument Writing

Standard #1 ‐ Text Types and Purposes Grades 6‐8 Grades 9‐10 Grades 11‐12 Write arguments focused on discipline‐specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence.



Write arguments focused on discipline‐specific content.

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

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline –appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s), and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write arguments focused on discipline‐specific content.

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 the claim(s), counterclaims, reasons and evidence.

Develop claim(s) and counterclaims fairly, and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline –appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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, between reasons and evidence, and between claim(s) and counterclaims.


Provide a concluding statement or section that follows from or supports the argument presented.

About Standard #1 Argument writing emphasizes an ability to compare and synthesize ideas across authentic, real‐world texts that may explore historical and larger concepts in politics, history and/or scientific phenomenon. The ability to craft successful written arguments hinges on student’s ability to make precise claims and provide clear reasoning and relevant textual evidence to substantiate their claims. The New Illinois Learning Standards also emphasize the ability to conduct research in which students gather, evaluate, and use evidence to support their central claims and arguments. For history teachers, instruction focused on building arguments may include routinely conducting activities in which students answer text‐dependent questions from primary sources, some of which may include graphs, tables, literature, and narratives. Effective instruction may also focus on standards‐based skills and knowledge, such as author’s purpose or point of view, use of reasoning, and structure of text. Students must also be able to incorporate narrative accounts into their analyses of text. In Science, students make claims by arriving at conclusions that answer questions or address problems common to a text or texts. Using data in a scientifically acceptable form, students marshal evidence and draw upon their understanding of scientific concepts to argue in support of their claims. In addition to writing arguments, students should have opportunities to respond to a variety of different types of arguments. Some examples of different genres of argument writing that could be used for modeling arguments are:

Political posters

Political cartoons

Science magazine articles

History magazine articles

Advertisements

Letters/essays

Illustrations/Photographs

Editorials

9th – 12th English/Language Arts Teachers Argument Writing

Standard #1 ‐ Text Types and Purposes Grades 9th – 10th Grades 11th – 12th

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

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.

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



Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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

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.

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, between reasons and evidence, and between claim(s) and counterclaims.



About Standard #1 In argument writing, “the writer presents a claim and supports it with evidence in an attempt to change the reader’s point of view, bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue or problem,” (CCSS-ELA Appendix A, p. 23). Writing arguments at this grade band is an advancement of the traditional persuasive writing practiced in earlier grades. Here, the more advanced components of rhetoric and style begin to add depth and complexity to the basic claims, reasoning, and evidence of the argument being made. Effective arguments hinge on the merit and clear reasoning of the central claims made, as well as the student’s consideration of the task, purpose, and audience. Common terms used in argument writing are as follows: Claim – A statement of the writer’s position on a particular, arguable topic; a thesis. Counterclaim – A claim that opposes or disagrees with the thesis/claim. In logical argumentation, counterclaims should be presented fairly and thoroughly. A writer often raises counterclaims because he anticipates that they are already in the minds of the audience and need to be addressed. Evidence – Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science. Reason – a statement that supports a given claim, making it more than a simple assertion or opinion. Reasons are the writer’s explanation or justification for what he claims. Some examples of different genres of opinion writing:

Product Reviews Personal Responses to Literature Book Reviews Blogs Persuasive Letter Complaints Restaurant Reviews Advertisements Persuasive Video or Photo Documentaries Persuasive Essays Literary Essays

K‐2nd Informative/Explanatory Writing Standard #2 ‐ Text Types and Purposes

Kindergarten 1st Grade 2nd Grade

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.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

About Standard #2: “Informative/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes:

to increase reader’s knowledge of a subject,

to help readers better understand a procedure or process, or

to provide readers with an enhanced comprehension of a concept.

Even the youngest students have information worth sharing and can benefit from learning to do so through informational genres. Informational writing is a valuable means of communication for children as well as a way to check content‐area understandings. Informational texts include biographies and autobiographies; books about history, social studies, science and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics written for a broad audience. Special attention would be given to texts that support content under study.” (Common Core State Standards, pg. 23)

3rd‐5th Informative/Explanatory Writing Standard #2 ‐ Text Types and Purposes

3rd Grade 4th Grade 5th Grade 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 informative/explanatory texts to examine a topic and convey ideas and information clearly.

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

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

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

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.

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

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.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

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


Provide a concluding statement or section related to the information or explanation presented.

About Standard #2: “Informative/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes:

to increase reader’s knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.

Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. Successful informational writing broadens and adds complexity to the basic summary writing that is commonly practiced in the earlier grades.” (Common Core State Standards, pg. 23)

6th – 8th English/Language Arts Teachers Informative/Explanatory Writing

Standard #2 ‐ Text Types and Purposes Grades 6 Grades 7 Grade 8 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts.



Provide a concluding statement or section that follows from the information or explanation presented.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.



Provide a concluding statement or section that follows from and supports the information or explanation presented.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

Develop the topic with relevant, well‐chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.




About Standard #2 “Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes:

to increase reader’s knowledge of a subject,

to help readers better understand a procedure or process, or

to provide readers with an enhanced comprehension of a concept.

Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X‐ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point.

Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.

Classroom instruction for this standard may emphasize how to express an understanding, establish an organization, and convey complex information in a well‐written composition. To do this work, students need to first acquire a deep and thorough understanding of the material they select and decide on the most effective strategies that will help them to clearly and accurately present information in writing. Instructional activities may include: seeking to define any or all unknown terms in a text, creating charts and graphs to determine cause/effect relationships, comparing and contrasting data, gathering note‐worthy quotations about the material from experts in the field, or watching informational videos to observe visual representations of the topic or data.” (Common Core State Standards, pg. 23)

6th – 12th History/Social Studies, Science and Technical Subjects Informative/Explanatory Writing

Standard #2 ‐ Text Types and Purposes Grades 6th – 8th Grades 9th – 10th Grades 11th – 12th

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; organize ideas, concept, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well‐chosen facts, definitions, concrete details, quotations, or other information and concepts.



Establish and maintain a formal style and objective tone.



Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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.



Establish and maintain a formal style and objective tone.



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

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.

Use varied transitions and sentence structures to link the major sections of the text, to create cohesion and clarify the relationships among complex ideas and concepts.

Use precise language, domain‐specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of the likely readers.

Provide a concluding statement or section that follows from and supports the information provided (e.g., articulating implications or the significance of the topic).



Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Classroom instruction for this standard may emphasize how to express an understanding, establish an organization, and convey complex information in a well-written composition. To do this work, students need to first acquire a deep and thorough understanding of the material they select and decide on the most effective strategies that will help them to clearly and accurately present information in writing. Instructional activities may include: seeking to define any or all unknown terms in a text, creating charts and graphs to determine cause/effect relationships, comparing and contrasting data, gathering note-worthy quotations about the material from experts in the field, or watching informational videos to observe visual representations of the topic or data.” (Common Core State Standards, pg. 23)

9th – 12th English/Language Arts Teachers Informative/Explanatory Writing Standard #2 ‐ Text Types and Purposes

Grades 9th – 10th Grades 11th – 12th

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.

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

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.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain‐specific vocabulary to manage the complexity of the topic.


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).

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.

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; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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.

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.

Use precise language, domain‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.


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).



Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Classroom instruction for this standard may emphasize how to express an understanding, establish an organization, and convey complex information in a well-written composition. To do this work, students need to first acquire a deep and thorough understanding of the material they select and decide on the most effective strategies that will help them to clearly and accurately present information in writing. Instructional activities may include: seeking to define any or all unknown terms in a text, creating charts and graphs to determine cause/effect relationships, comparing and contrasting data, gathering note-worthy quotations about the material from experts in the field, or watching informational videos to observe visual representations of the topic or data.” (Common Core State Standards, pg. 23)

K‐2nd Narrative Writing Standard #3 ‐ Text Types and Purposes


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

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.

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.

About Standard #3 “Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In the primary grades, students produce narratives that may take the form of creative fictional stories, such as personal narratives, mysteries, folktales, legends, realistic fiction, drama, narrative poems, limericks, free verse, fantasy or fables. When students are learning about science and social studies topics, narrative elements may also be used to write a descriptive account of the subject matter. For example, in social studies, students may write narrative accounts about individuals such as Abraham Lincoln, using first person narrative techniques, sensory details, and accurate information regarding the historical record. In science, students can write narrative descriptions of the step‐by‐step procedures they follow in their investigations so that others can replicate the same procedures and reach the same results. With practice, students expand their repertoire and control of different narrative strategies. The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.” (CCSS, Appendix A, pg. 23).

3rd – 5th Narrative Writing Standard #3 ‐ Text Types and Purposes

3rd Grade 4th Grade 5th Grade 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.

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

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and description to develop experiences and events to show the responses of characters to situations.

Use a variety of transitional words and phrases and sensory details to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

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

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events to show the responses of characters to situations.

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences and events precisely.

About Standard #3: “Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain.” (CCSS, Appendix A, pg.23) In the primary grades, students produce narratives that may take the form of creative fictional stories, such as personal narratives, mysteries, folktales, legends, realistic fiction, drama, narrative poems, limericks, free verse, fantasy or fables. When students are learning about science and social studies topics, narrative elements may also be used to write a descriptive account of the subject matter. For example, in social studies, students may write narrative accounts about individuals such as Abraham Lincoln, using first person narrative techniques, sensory details, and accurate information regarding the historical record. In science, students can write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate the same procedures and reach the same results. With practice, students expand their repertoire and control of different narrative strategies. “The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.” (CCSS, Appendix A, pg. 23)

6th – 8th English/Language Arts Teachers Narrative Writing

Standard #3 ‐ Text Types and Purposes

Grades 6 Grades 7 Grade 8 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Provide a conclusion that follows from narrated experiences or events.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, description and reflection, to develop experiences, events, and/or characters.

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.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events

About Standard #3 “Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and/or autobiographies, to name a few. Over time, students learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrators’ and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students may write narrative accounts about individuals, drawing on narrative techniques to craft engaging descriptions or experiences of historical events. In science, students may write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Skilled writers use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included in Appendix B, embeds narrative elements within a largely expository structure. The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.” (CCSS, Appendix A, pg. 23-24)

9th – 12th Grade Narrative Writing – English/Language Arts Teachers Standard #3 ‐ Text Types and Purposes


Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

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

Use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

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

Use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters.

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).

Use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

About Standard #3 “Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and/or autobiographies, to name a few. Over time, students learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrators’ and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense.

In history/social studies, students may write narrative accounts about individuals, drawing on narrative techniques to craft engaging descriptions or experiences of historical events. In science, students may write narrative descriptions of the step‐by‐step procedures they follow in their investigations so that others can replicate their procedures and reach the same results. With practice, students expand their repertoire and control of different narrative strategies.

Skilled writers use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample, “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C.

The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.” (CCSS, Appendix A, pg. 23‐24)

(There is not a standard #4 for grades K‐2, however standard 4 should not be absent in the K‐2 classroom. K‐2 teachers should begin to help students attend to issues of clarity and coherence).

3rd – 5th Develop and Organize Writing

Standard #4 – Production and Distribution of Writing 3rd Grade 4th Grade 5th Grade

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).

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).

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).

About Standard #4 With assistance (for 3rd grade) students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic. Clear and coherent writing stays on topic and reads smoothly.

6th – 8th English/Language Arts Teachers Develop and Organize Writing

Standard #4 Production and Distribution of Writing

6th Grade 7th Grade 8th Grade

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 1‐3).



About Standard #4 Students must develop the ability to adhere to the specific task, purpose, and audience in their writing, whether the paper is informational, explanatory, or narrative. Students should share their work with each other in order to give and receive feedback during the writing process. Students move from planning/prewriting to drafting, revising, editing, and rewriting when necessary.

6th – 12th History/Social Studies, Science & Technical Subjects Develop and Organize Writing

Standard #4 Production and Distribution of Writing 6th – 8th Grade 9th – 10th Grade 11th – 12th Grade

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.



About Standard #4

High school students are expected to produce writing that is clear and

understandable to the reader. Task (type of writing assignment),

audience (the intended reader), and purpose (the writer’s designated

reason for writing) should be reflected in the student’s style,

organization, and development of a topic

9th – 12th Develop and Organize Writing Standard #4 – Production and Distribution of Writing

9th – 10th Grade 11th – 12th Grade



About Standard #4 High school students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s style, organization, and development of a topic.

K – 2nd Develop and Strengthen Writing Standard #5 – Production and Distribution of Writing


With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

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.

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

About Standard #5 With assistance from adults and peers, students should be able to respond to questions and suggestions about their writing. In order to do so, students need to understand how to add descriptive words to their writing to strengthen their piece. With assistance, students need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors (during conferences and peer editing).

3rd – 5th Develop and Strengthen Writing Standard #5 – Production and Distribution of Writing


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 the Language standards 1‐3 up to and including grade 3.)

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 the Language standards 1‐3 up to and including grade 4.)

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 the Language standards 1‐3 up to and including grade 5.)

About Standard #5 With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. With assistance, students need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors (conferences, check sheets, peer editing). The use of peer editing in partners/groups, enables students to obtain feedback from classmates in order to strengthen their writing skills. Teachers may choose to provide students with a checklist to use when reviewing their peers’ papers.

6th – 8th English/Language Arts Teachers

Develop and Strengthen Writing

Standard #5 – Production and Distribution of Writing


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 the Language standards 1‐3 up to and including grade 6.)

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 the Language standards 1‐3 up to and including grade 7.)

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 the Language standards 1‐3 up to and including grade 8.)

About Standard #5 With some guidance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story maps). Students need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors through conferences, check sheets, peer editing, etc... The use of peer editing with partners or groups enables students to obtain feedback from classmates in order to strengthen their writing skills. Teachers may choose to provide students with a checklist to use when reviewing their peers’ papers.

6th – 12th History/Social Studies and Science and Technical Subjects Develop and Strengthen Writing

Standard #5 – Production and Distribution of Writing 6th – 8th Grade 9th – 10th Grade 11th – 12th Grade

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.

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.

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.

About Standard #5 Students should spend time planning their writing, developing strong revising and editing skills, while being mindful to rewrite when necessary, or try a different approach. Students should always be mindful of the audience and the purpose for the writing. They need to determine what details or information is most important for a particular audience and specific purpose. They need to understand writing as a process rather than solely as a product. Writing as a process requires thinking and being able to articulate those thoughts. The use of peer editing enables students to obtain feedback from classmates in order to strengthen their writing skills. Teachers may choose to provide students with a checklist to use when reviewing their peers’ papers.

9th – 12th Develop and Strengthen Writing Standard #5 – Production and Distribution of Writing


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 the Language standards 1‐3 up to and including grades 9‐10.)

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 the Language standards 1‐3 up to and including grades 11‐12.)

About Standard #5 Students should plan their writing, develop strong revising and editing skills, rewrite or try a different approach always mindful of the audience and the purpose for the writing. They need to determine what details or information is most important for a particular audience and specific purpose. They need to understand writing as a process rather than solely as a product. Writing as a process requires thinking and being able to articulate those thoughts. The use of peer editing with partners or groups enables students to obtain feedback from classmates in order to strengthen their writing skills. Teachers may provide students with a checklist to use when reviewing their peers’ papers.

K – 2nd Using Technology Standard #6 – Production and Distribution of Writing


With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

About Standard #6 With assistance, students will learn to use and continue to use digital tools to publish their writing independently and in collaboration with peers. Provide students with opportunities to use keyboarding and technology. Students will need to learn and then independently be able to use programs, computer stations, and hand‐held devices to engage with digital media.

3rd – 5th Using Technology Standard #6 – Production and Distribution of Writing


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.

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 setting.

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 setting.

About Standard #6 Students are developing strategies with peers and adults to use digital tools and technology for producing and publishing writing as well as collaborating with others. Fourth and fifth grade students should use internet tools and are required to use keyboarding skills to publish their writing.

Fourth grade students are required to be proficient in keyboarding skills (typing at least one page in a single setting).

Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting).

This level of production requires practice. As students practice more, they will become faster and fluent.

6th – 8th English/Language Arts Using Technology


6th Grade 7th Grade 8th Grade 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 three pages in a single setting.

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.

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.

About Standard #6 This standard requires that students need to use technology as a tool, including the internet (7th & 8th) with which to create and share work. Tools should enable students to:

locate, evaluate, and organize information,

solve problems by strategizing, analyzing and communicating data, and examining solutions,

integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest,

use network resources effectively and efficiently

use technology responsibly to enhance learning, collaboration, and communication.

Sixth grade students are required to be proficient in keyboarding skills (typing at least three pages in a single setting). Seventh and eighth grade students will practice giving credit to resources used by learning how to cite sources accurately and in proper format.

6th – 12th History/Social Studies and Science & Technical Subjects Using Technology


Grades 6‐8 Grades 9th – 10th Grades 11th – 12th Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

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.

Use technology, including the internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

About Standard #6 Standard #6 requires students to proficiently use technological resources to enhance the overall quality, production, and publication of their writing. Collaboration at the eleventh and twelfth grades includes responding to ongoing feedback from others, including new arguments or information.

9th – 12th Using Technology Standard #6 – Production and Distribution of Writing


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.

Use technology, including the internet, to produce, publish and update individual or shared writing products, in response to ongoing feedback, including new arguments or information.

About Standard 6 Standard #6 requires students to be able to use technology strategically when creating, refining, and collaborating on writing. Collaboration at the eleventh and twelfth grades includes responding to ongoing feedback from others, including new arguments or information.

K – 2nd Conducting Research Standard #7 – Integration of Knowledge and Ideas


Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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).

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).

About Standard #7 Students are required to participate in research projects. Certain guidance may be given by adults with younger grade levels but the goal is to collaboratively work on a project in a group setting, setting goals and producing a product. Students will need to understand their role (job on the team) and how they will contribute (work they will do) on the project from beginning to end reaching the necessary skills to produce independent research projects in future grades.

3rd – 5th Conduct Research Standard #7 – Integration of Knowledge and Ideas


Conduct short research projects that build knowledge about a topic.

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

About Standard #7 Third grade students are required to expand upon the shared research experience in grade two by researching a topic on their own. Fourth and fifth grade students are required to research a topic through investigation. Investigation includes exploring a topic in greater detail by developing a research question that helps bring focus to the topic as well as looking at different aspects or sides of a topic. Fifth grade students should be using several sources.

Grades 6‐8 English/Language Arts Teachers Conduct Research

Standard #7 – Integration of Knowledge and Ideas


Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

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.

About Standard #7 Students will conduct short research projects that answer a question and draw on several sources. This may be a self‐generated question or a prompt assigned. To ensure deep understanding of a writing prompt, teachers may first assign students to break down and re‐state the prompt in their own words. Students may then brainstorm and compile a list of sources they could use for their project. The teacher should reinforce the idea that a list of sources may change as students’ research progresses. This allows students to refocus the intent of the research when appropriate. The information seventh and eighth graders gather should inspire further questions surrounding the main one. Eighth graders may begin with student‐generated questions focused around areas of interest or content studies and determine which questions require researching and then synthesizing information from several sources.

6th – 12th History/Social Studies and Science & Technical Subjects Conduct Research

Standard #7 – Integration of Knowledge and Ideas 6th – 8th Grade 9th – 10th Grade 11th – 12th Grade

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.

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, demonstrating understanding of the subject under investigation.


About Standard #7 Both short, focused projects (such as those commonly required in the workplace) and longer term, in depth research is emphasized throughout the standards. High school students need to synthesize information by combining parts from a variety of sources into a one unified understanding. To accomplish this, students need to recognize what is important in a source, how it supports the topic, and how it relates to other source information.

9th – 10th Conduct Research





About Standard #7 Both short, focused projects (such as those commonly required in the workplace) and longer term, in depth research is emphasized throughout the standards. High school students need to synthesize information by combining parts from a variety of sources into a one unified understanding. To accomplish this, students need to recognize what is important in a source, how it supports the topic, and how it relates to other source information.

K‐2nd Gathering Relevant Information



With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Recall information from experiences or gather information from provided sources to answer a question.

About Standard #8 Standard #8 has students working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge the components that will answer the research question. Kindergarten and first grade students do this work with prompting and support. By the end of second grade, this skill must be mastered independently.

3rd – 5th Gather Relevant Information



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

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.

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.

About Standard #8 Students are gathering information from a variety of resources (words, pictures, and digital sources) and use their own background knowledge to answer research questions and take notes. Students need to understand how to select high quality, reliable online sources and identify the information they need from each source. Fourth and fifth grade students should take notes and organize information into categories and list the sources they used. Fifth grade students should be able to take those notes and summarize or paraphrase them into a finished product.

6th‐8th English/Language Arts Teachers Gather Relevant Information



Gather relevant information from multiple print and digital resources, 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.

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

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

About Standard #8 Students learn to gather relevant information from multiple print and digital sources to support research product(s). Seventh and eighth grade students must learn to incorporate information from a source, citing properly and in correct format to avoid plagiarism. They develop the ability to judge each source and assess its overall accuracy and value to the task. Students in 7th and 8th grade are developing the ability to search for sources quickly and effectively, using an appropriate term(s) to guide them toward the information they seek. Students require instruction on the reliability and validity of websites.

6th – 12th History/SS and Science & Technical Subjects Gather Relevant Information


Grades 6th – 8th Grades 9th – 10th Grades 11th – 12th

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.

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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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 specific task, purpose, and audience; 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.

About Standard #8 High school students need to locate information that is significant and appropriate to their research from reliable and authoritative sources. Students should also be adept at using advance search skills in finding print and digital sources. Eleventh and twelfth grade students should determine strengths and limitations of the sources they find and should not rely heavily on a single source. High school students should be able to synthesize information from a variety of sources (creating and blending new thoughts from the information gathered), while avoiding plagiarism and using a standard format for citation.

9th – 12th Gather Relevant Information Standard #8 – Integration of Knowledge and Ideas


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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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

About Standard #8 High school students need to locate information that is significant and appropriate to their research from reliable and authoritative sources. Students should also be adept at using advance search skills in finding print and digital sources. Eleventh and twelfth grade students should determine strengths and limitations of the sources they find and should not rely heavily on a single source. High school students should be able to synthesize information from a variety of sources (creating and blending new thoughts from the information gathered), while avoiding plagiarism and using a standard format for citation.

4th – 5th (Grades K‐3 do not have a standard #9.) Draw Evidence

Standard #9 – Integration of Knowledge and Ideas 4th Grade Reading Standards 5th Grade Reading Standards RL.4.1 ‐ answer explaining and inferring questions; cite RL.4.2 ‐ determine theme and summarize RL.4.3 ‐ describe a character, setting, or event RL.4.5 ‐ explain differences between poems, drama, and prose RL.4.6 ‐ compare and contrast point of view RL.4.7 ‐ make connections between stories and their visual or oral presentations RL.4.9 ‐ compare and contrast treatment of similar themes, topics, and patterns of events RI.4.1 ‐ answer explaining and inferring questions; cite RI.4.2 ‐ determine main idea and summarize RI.4.3 ‐ explain events, procedures, ideas, or concepts RI.4.5 ‐ describe overall structure RI.4.6 ‐ compare and contrast firsthand and secondhand accounts RI.4.7 ‐ interpret information presented visually, orally, or quantitatively RI.4.8 ‐ explain how an author uses reasons and evidence RI.4.9 ‐ integrate information from two texts

RL.5.1 ‐ answer explaining and inferring questions; quoteRL.5.2 ‐ determine theme and summarize RL.5.3 ‐ compare and contrast two characters, settings, or events RL.5.5 ‐ explain how chapters, scenes or stanzas fit together RL.5.6 ‐ explain how a narrator's point of view influences how events are described RL.5.7 ‐ analyze how visual and multimedia elements contribute to meaning RL.5.9 ‐ compare and contrast stories in the same genre RI.5.1 ‐ answer explaining and inferring questions; quote RI.5.2 ‐ determine two or more main ideas and explain their key details; summarize RI.5.3 ‐ explain relationships/interactions between individuals, events, ideas, or concepts RI.5.5 ‐ compare and contrast structure of two or more texts RI.5.6 ‐ analyze multiple accounts of the same event or topic, noting similarities and differences RI.5.7 ‐ draw information from multiple print or digital sources RI.5.8 ‐ explain how an author uses reasons and evidence RI.5.9 ‐ integrate information from several texts

4th Grade 5th Grade

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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., character’s thoughts, words, or actions].”)

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”).

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text (e.g., how characters interact].”)

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]”).

About Standard #9 Students in Grade 4 and beyond will respond to teacher‐directed prompts in writing. This writing prompts will require students to draw evidence from informational or literary texts. Teachers will design the prompts using the reading standards for their grade level while steering students to analyze, reflect or engage in research.

6th – 8th English/Language Arts Draw Evidence


6th Reading Standards 7th Reading Standards 8th Reading StandardsRI and RL

6.1Cite evidence and identify inferences 6.2Determine central idea, provide summary 6.3 Analyze how key individuals, events or ideas is introduced 6.4 Determine word/phrase meaning 6.5 Analyze sentence, paragraph, chapter or section’s fit in the structure 6.6 Determine point of view or purpose 6.7 Integrate information in different media or formats… 6.8 Trace and evaluate an argument… 6.9 Compare and contrast events 6.10 Read and comprehend

RI and RL 7.1Cite several piece of evidence and identify inferences 7.2Determine two or more central ideas and analyze; provide summary 7.3 Analyze interactions 7.4 Determine word/phrase meaning 7.5 Analyze structure an author uses 7.6 Determine author’s point of view or purpose 7.7 Compare and contrast story or informational text to another version. 7.8 Trace & evaluate an argument… 7.9 Analyze 2 or more authors writing about the same topic 7.10 Read and comprehend

8.1Cite the strongest evidence and identify inferences 8.2Determine a central idea, analyze development; provide summary 8.3 Analyze how a text makes connections 8.4 Determine word/phrase meaning 8.5 Analyze structure of a paragraph 8.6 Determine author’s point of view or purpose 8.7 Analyze advantages/disadvantages to using different mediums 8.8 Trace & evaluate an argument… 8.9 Analyze 2 or more texts with conflicting information 8.10 Read and comprehend

6th Grade Writing 7th Grade Writing 8th Grade Writing Draw evidence from literacy or informational texts to support analysis, reflection, and research. W.6.9a – 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”). W.6.9b – 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”).

Draw evidence from literacy or informational texts to support analysis, reflection, and research. W.7.9a – 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”). W.7.9b – 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”).

Draw evidence from literacy or informational texts to support analysis, reflection, and research. W.8.9a – 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”). W.8.9b – 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; recognize when irrelevant evidence is introduced”).

About Standard #9 Students in Grade 6th‐8th will respond to teacher‐directed prompts in writing. This writing prompts will require students to draw evidence from informational or literary texts. Teachers will design the prompts using the reading standards for their grade level while steering students to analyze, reflect or engage in research.

6th – 12th History/Social Studies and Science & Technical Subjects Draw Evidence

Standard #9 – Integration of Knowledge and Ideas The following is an abbreviated version of the reading standards for History/Social Studies, Science and Technical Subjects. They can be found in their entirety at www.corestandards.org. 6th – 8th Grade Reading 9th – 10th Grade Reading 11th – 12 Grade Reading

R.6‐8.1Cite evidence and identify inferences R.6‐8.2Determine central idea, provide summary R.6‐8.3Analyze how key individuals, events or ideas is introduced R.6‐8.4Determine word/phrase meaning R.6‐8.5Analyze sentence, paragraph, chapter or section’s fit in the structure R.6‐8.6Determine point of view or purpose R.6‐8.7ntegrate information in different media or formats… R.6‐8.8Trace and evaluate an argument… R.6‐8.9Compare and contrast events R.6‐8.10Read and comprehend

9‐10.1Cite strong and thorough evidence and identify inferences 9‐10 2 Determine central idea and analyze; provide summary 9‐10.3 Analyze how author unfolds an analysis of ideas/events or order 9‐10.4 Determine meaning of key terms, symbols, words and phrases 9‐10.5 Analyze structure an author uses/or how ideas or claims are developed. 9‐10.6 Analyze author’s purpose/ Compare the point of view of 2 or more authors 9‐10.7 Integrate data with text/translate technical info. into visual and visual into text. 9‐10.8 Assess the extent the reasoning and evidence supports a claim/evaluate a hypothesis 9‐10 9 Compare and contrast 2 authors on the same topic 9‐10.10 Read and comprehend

11‐12.1Cite strong and thorough evidence and identify inferences 11‐12.2Determine two or more central ideas ‐ analyze development; provide summary 11‐12.3 Follow a multi‐step procedure Analyze and evaluate an author’s structure 11‐12.4 Determine meaning of key terms, symbols, words and phrases 11‐12.5 Analyze and evaluate effectiveness of structure 11‐12.6 Analyze an author’s purpose 11‐12.7 Integrate and evaluate multiple sources in diverse formats 11‐12.8 Assess the extent the reasoning and evidence supports a claim/evaluate a hypothesis… 11‐12.9 Synthesize information from a range of sources 11‐12.10 Read and comprehend

6th – 8th Grade Writing 9th – 10th Grade Writing 11th – 12th Grade Writing

Draw evidence from informational texts to support analysis, reflection, and research.



About Standard #9

Students in Grades 6‐12 will respond to teacher‐directed prompts in writing. The writing prompts will require students to draw evidence from informational or literary texts. Teachers will design the prompts using the reading standards for their grade level while steering students to analyze, reflect or engage in research.

9th – 12th English/Language Arts Draw Evidence

Standard #9 – Integration of Knowledge and Ideas 9th – 10th Grade Reading 11th – 12th Grade Reading

RI and RL 9.10.1 Cite strong and thorough evidence and identify inferences 9‐10 2 Determine theme / central idea and analyze; provide summary 9‐10.3 Analyze complex characters or how author unfolds an analysis of ideas/events or order 9‐10.4 Determine word/phrase meaning 9‐10.5 Analyze structure an author uses/or how ideas or claims are developed. 9‐10.6 Determine point of view/how an author uses rhetoric 9‐10.7 Analyze 2 or more difference artistic mediums 9‐10.8 Delineate and evaluate an argument… 9‐10 9 Analyze how an author draws on and transforms materials and analyze US documents 9‐10.10 Read and comprehend

RI and RL 11‐12.1Cite strong and thorough evidence and identify inferences 11‐12.2Determine two or more central ideas ‐ analyze development; provide summary 11‐12.3 Analyze and evaluate an author’s structure 11‐12.4 Determine word/phrase meaning 11‐12.5 Analyze and evaluate effectiveness of structure 11‐12.6 Determine author’s point of view or purpose 11‐12.7 Integrate and evaluate multiple sources 11‐12.8 Delineate & evaluate an argument… 11‐12.9 Analyze foundational services with conflicting information 11‐12.10 Read and comprehend

9th – 10th Grade Writing 11th – 12th Grade Writing

Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9‐10.9a – 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)”). W.9‐10.9b – 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; identify false statements and fallacious reasoning”).

Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11‐12.9a – 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”). W.11‐12.9b – 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)”).

About Standard #9 Students in Grade 9‐12 will respond to teacher‐directed prompts in writing. The writing prompts will require students to draw evidence from informational or literary texts. Teachers will design the prompts using the reading standards for their grade level while steering students to analyze, reflect or engage in research.

3rd – 5th Writing Routinely Standard #10 – Range of Writing


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 audience.



About Standard #10 Writing routinely means to make writing a habit. Students are required to produce numerous pieces of writing over various time frames. These pieces of writing range include and are not limited to routine writing, such as short‐constructed responses to text‐dependent questions, analytical writing, various forms of creative writing and an emphasis on short research projects. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about. PARCC has created Model Content Frameworks for each grade. The ISBE ELA Content Specialists have created a teacher friendly version of the quarter by quarter writing tasks at http://www.isbe.net/common_core/pls/level2/html/ela‐mcf‐guides.htm.

6th – 8th English/Language Arts Teachers Writing Routinely

Standard #10 – Range of Writing






6th – 12th History/Social Studies and Science & Technical Subjects Writing Routinely

Standard #10 – Range of Writing

6th‐8th Grade 9th – 10th Grade 11th – 12th Grade




About Standard #10 Writing routinely means to make writing a habit. Students are required to produce numerous pieces of writing over various time frames to develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about.

9th – 10th Writing Routinely Standard #10 – Range of Writing

9th – 10th 11th – 12th




k nd opinion writing standard text types purposes...k‐2nd opinion writing standard #1 ‐ text...

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