Core Content Connectors by Common Core State Standards: English Language Arts-Writing Standards Grades 3-5

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College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

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

Writing Standards

Grade 3 students:	Grade 4 students:	Grade 5 students:
1. Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. 1a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 1b. Provide reasons that support the opinion. 1c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 1d. Provide a concluding statement or section.	1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. 1b. Provide reasons that are supported by facts and details. 1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 1d. Provide a concluding statement or section related to the opinion presented.	1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. 1b. Provide logically ordered reasons that are supported by facts and details. 1c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). 1d. Provide a concluding statement or section related to the opinion presented.
CCCs
3.WP.k1 Introduce the topic or text within persuasive writing by stating an opinion.	4.WP.k1 Introduce the topic or text within persuasive writing by stating an opinion.	5.WP.c1 Write an introduction that states own opinion within persuasive text.
3.WP.l1 Provide reasons or facts that support a stated opinion.	4.WP.l1 Provide reasons which include facts and details that support a stated opinion.	5.WP.c2 Create an organizational structure in which ideas are logically grouped to support the writer's opinion.
3.WP.m1 Use linking words and phrases that connect the opinions and reasons.	4.WP.m1 Create an organizational structure that lists reasons in a logical order.	5.WP.d1 Provide relevant facts to support stated opinion or reasons within persuasive writing.
3.WP.n1 Provide a concluding statement or section.	4.WP.m2 Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).	5.WP.e1 Link opinions and reasons using words, phrases, and clauses.
	4.WP.n1 Provide a concluding statement or section related to the opinion presented.	5.WP.g1 Provide a clear concluding statement or section related to the opinion stated.

College and Career Readiness Anchor Standards for Writing

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Grade 3 students:	Grade 4 students:	Grade 5 students:
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 2a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 2b. Develop the topic with facts, definitions, and details. 2c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 2d. Provide a concluding statement or section.	2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 2a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 2c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Provide a concluding statement or section related to the information or explanation presented.	2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 2a. 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. 2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 2c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Provide a concluding statement or section related to the information or explanation presented.
CCCs
3.WI.m1 Introduce a topic and group related information together.	4.WI.m1 Introduce a topic clearly and group related information in paragraphs and sections.	5.WI.c1 Write an introduction that includes context/background information, establishes a central idea or focus about a topic.
3.WI.o1 Develop the topic (e.g., offer additional information which supports the topic) by using relevant facts, definitions, and details.	4.WI.o1 Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations, or other information and examples related to the topic.	5.WI.b3 Organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect.
3.WI.p1 Include text features (e.g., numbers, labels, diagrams, charts, graphics) to enhance clarity and meaning.	4.WI.p1 Include formatting (e.g., headings), illustrations, and multimedia when appropriate to convey information about the topic.	5.WI.d1 Support the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
3.WI.l3 Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.	4.WI.l3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).	5.WI.f1 Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia appropriate to convey information about the topic.
3.WI.q1 Provide a concluding statement or section to summarize the information presented	4.WI.n2 Use precise language and domain-specific vocabulary to inform about or explain the topic.	5.WI.e1 Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing.
	4.WI.q1 Provide a concluding statement or section to support the information presented.	5.WI.d2 Use precise language and domain-specific vocabulary to inform about or explain the topic.
		5.WI.g1 Provide a concluding statement or section to summarize the information presented.

College and Career Readiness Anchor Standards for Writing

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

Grade 3 students:	Grade 4 students:	Grade 5 students:
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 3c. Use temporal words and phrases to signal event order. 3d. Provide a sense of closure.	3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 3b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. 3c. Use a variety of transitional words and phrases to manage the sequence of events. 3d. Use concrete words and phrases and sensory details to convey experiences and events precisely. 3e. Provide a conclusion that follows from the narrated experiences or events.	3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 3b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 3c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 3d. Use concrete words and phrases and sensory details to convey experiences and events precisely. 3e. Provide a conclusion that follows from the narrated experiences or events.
CCCs
3.WL.j1 Establish the situation by setting up the context for the story and introduce a narrator and/or characters.	4.WL.j1 Orient the reader by setting up the context for the story and introducing a narrator and/or characters.	5.WL.b1 Orient the reader by establishing a situation and introducing a narrator and/or characters.
3.WL.j2 Sequence events in writing that unfold naturally.	4.WL.j2 Sequence events in writing that unfold naturally.	5.WL.c1 Organize ideas and event so that they unfold naturally.
3.WL.k1 When appropriate, use dialogue and descriptions of actions, thoughts, and feelings to develop a story.	4.WL.k1 When appropriate, use dialogue and description to develop experiences and events or show the responses of characters to situations.	5.WL.c2 Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3.WL.l1 Use temporal words and phrases to signal event order.	4.WL.l1 Use a variety of transitional words and phrases to manage the sequence of events.	5.WL.c3 Use transitional words, phrases, and clauses to manage the sequence of events.
3.WL.m1 Provide a conclusion (concluding sentence, paragraph, or extended ending) that follows from the narrated experiences or events.	4.WL.k2 Use concrete words and phrases and sensory details to convey experiences and events.	5.WL.d1 Use concrete words and phrases and sensory details to convey experiences and events precisely.
	4.WL.m1 Provide a conclusion (concluding sentence, paragraph, or extended ending) that follows from the narrated experiences or events.	5.WL.e1 Write a narrative that includes smaller segments of conflict and resolution in the text that contribute to the plot.
		5.WL.g1 Provide a conclusion (concluding sentence, paragraph, or extended ending) that follows from the narrated events.

Production and Distribution of Writing

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

Writing Standards

Grade 3 students:	Grade 4 students:	Grade 5 students:
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)	4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)	4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCCs
3.WI.s1 With guidance and support from adults, produce a clear coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (e.g., reader).	4.WI.s2 Produce a clear coherent permanent product that is appropriate to the specific task, purpose, and audience.	5.WI.h2 Produce a clear coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (e.g., reader).
3.WL.o1 With guidance and support from adults, produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain), and audience.	4.WL.o1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain), and audience.	5.WL.h1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain), and audience.
3.WP.p1 With guidance and support from adults, produce a permanent product in which the development and organization are appropriate to the task and purpose.	4.WP.p1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose, and audience.	5.WP.h1 Produce a clear coherent permanent product that is appropriate to the specific task, purpose, and audience.

College and Career Readiness Anchor Standards for Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Grade 3 students:	Grade 4 students:	Grade 5 students:
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)	5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)	5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
CCCs
3.WP.j3 With guidance and support from peers and adults, develop a plan for writing.	4.WP.j3 With guidance and support from peers and adults, develop a plan for writing.	5.WP.b1 With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).
3.WL.h2 With guidance and support from peers and adults, develop a plan for writing based on a literary topic (e.g., select a topic, draft outline, develop narrative).	4.WL.h2 With guidance and support from peers and adults, develop a plan for writing based on a literary topic (e.g., select a topic, draft outline, develop narrative).	5.WL.a1 With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).
3.WI.l1 With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).	4.WI.l1 With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).	5.WI.b1 With guidance and support from peers and adults, develop a plan for writing. (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).
3.WL.i2 With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., to introduce real or imagined experiences or events, elaborate on experiences or events with details and techniques, provide a meaningful conclusion).	4.WL.i3 Draft an outline in which the development and organization are appropriate to the task and purpose (e.g., to introduce real or imagined experiences or events, elaborate on experiences or events with details and techniques, provide a meaningful conclusion).	5.WL.h2 With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).
3.WI.l6 With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).	4.WI.l6 Draft an outline in which the development and organization are appropriate to the task and purpose (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).	5.WI.h1 With guidance and support from peers and adults, strengthen writing by revising and editing.
3.WL.o2 With guidance and support from peers and adults, strengthen writing by revising (e.g., review product, strengthening story).	4.WL.o2 With guidance and support from peers and adults, strengthen writing by revising (e.g., review product, strengthening story).	5.WP.h2 With guidance and support from peers and adults, strengthen writing by revising and editing.
3.WI.s2 With guidance and support from peers and adults, strengthen writing by revising.	4.WI.s1 With guidance and support from peers and adults, strengthen writing by revising.
3.WP.j5 With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., define purpose, which is to persuade, state your opinion, gather evidence, create your argument, provide a meaningful conclusion).	4.WP.j4 Draft an outline in which the development and organization are appropriate to the task, purpose, and audience (e.g., define purpose, which is to persuade, state your opinion, gather evidence, create your argument, and provide a meaningful conclusion).
3.WP.p2 With guidance and support from peers and adults, strengthen writing by revising (e.g., review product, strengthening argument).	4.WP.p2 With guidance and support from peers and adults, strengthen writing by revising and editing.
3.WP.o1 With guidance and support from peers and adults, edit writing for clarity and meaning.	4.WP.o1 With guidance and support from peers and adults, edit writing for clarity and meaning.
3.WL.n1 With guidance and support from peers and adults, edit narrative writing for clarity and meaning.	4.WL.n1 With guidance and support from peers and adults, edit narrative writing for clarity and meaning.
3.WI.r1 With guidance and support from peers and adults, edit writing for clarity and meaning.	4.WI.r1 With guidance and support from peers and adults, edit writing for clarity and meaning.

College and Career Readiness Anchor Standards for Writing

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Grade 3 students:	Grade 4 students:	Grade 5 students:
6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.	6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.	6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CCCs
3.WA2 With guidance and support from adults, use technology to produce and publish writing (e.g., use internet to gather information; use word processing to generate and collaborate on writing).	4.WA2 With guidance and support from adults, use technology to produce and publish writing (e.g., use internet to gather information; use word processing to generate and collaborate on writing).	5.WA2 Use technology to produce and publish writing. (e.g., use internet to gather information; use word processing to generate and collaborate on writing).
3.WA1 Develop keyboarding skills.	4.WA1 Develop keyboarding skills.	5.WA1 Develop keyboarding skills.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Writing Standards

Grade 3 students:	Grade 4 students:	Grade 5 students:
7. Conduct short research projects that build knowledge about a topic.	7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.	7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCCs
3.WI.l5 Follow steps to complete a short research project (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).	4.WI.l5 Follow steps to complete a short research project (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).	5.WI.b4 Follow steps to complete a short research project (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

College and Career Readiness Anchor Standards for Writing

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Grade 3 students:	Grade 4 students:	Grade 5 students:
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.	8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.	8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCCs
3.WP.i1 Recall relevant information from experiences for use in writing.	4.WP.i1 Recall relevant information from experiences for use in writing.	5.WP.b2 Gather relevant information (e.g., highlight in text, quote, or paraphrase from text or discussion) from print and/or digital sources.
3.WL.h1 Recall information from experiences for use in writing.	4.WL.h1 Recall relevant information from experiences for use in writing.	5.WL.a2 Gather relevant information (e.g., highlight in text, quote or paraphrase from text) to the topic or text from print and/or digital sources.
3.WP.j1 Gather facts (e.g., highlight in text, quote, or paraphrase from text or discussion) from print and/or digital sources.	4.WP.j1 Gather relevant information (e.g., highlight in text, quote, or paraphrase from text or discussion) from print and/or digital sources.	5.WI.a1 Gather information (e.g., highlight, quote, or paraphrase from source) relevant to the topic from print and/or digital sources.
3.WL.i1 Gather information (e.g., highlight in text, quote, or paraphrase from text) from print and/or digital sources.	4.WL.i1 Gather information (e.g., highlight in text, quote, or paraphrase from text) from print and/or digital sources.	5.WP.b3 Provide a list of sources that contributed to the content within a writing piece.
3.WI.k1 Gather information (e.g., highlight, quote, or paraphrase from source) from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.	4.WI.k1 Gather information (e.g., highlight, quote, or paraphrase from source) relevant to the topic from print and/or digital sources.	5.WI.a2 Provide a list of sources that contributed to the content within a writing piece.
3.WI.k2 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic with the purpose of creating a permanent product (e.g., select/generate responses to form paragraph/essay).	4.WI.n1 Identify key details from an informational text.
3.WI.k3 Locate important points on a single topic from two informational texts or sources.	4.WP.j2 Take brief notes and categorize information (e.g., graphic organizers, notes, labeling, listing) from sources.
3.WI.n1 Identify key details in an informational text	4.WI.l2 Take brief notes and categorize information (e.g., graphic organizers, notes, labeling, listing) from sources.
3.WP.j2 Take brief notes (e.g., graphic organizers, notes, labeling, listing) on sources.	4.WI.l4 Sort evidence collected from print and/or digital sources into provided categories.
3.WI.l2 Take brief notes (e.g., graphic organizers, notes, labeling, listing) on sources.	5.WI.b2 Sort evidence collected from print and/or digital sources into provided categories.
3.WP.j4 Sort evidence collected from print and/or digital sources into provided categories.	4.WP.j5 Provide a list of sources that contributed to the content within a writing piece.
3.WI.l4 Sort evidence collected from print and/or digital sources into provided categories.	4.WI.k2 Provide a list of sources that contributed to the content within a writing piece.
3.WL.i3 Take brief notes and categorize information(e.g., graphic organizers, notes, labeling, listing) from sources.	4.WL.i2 Take brief notes and categorize information(e.g., graphic organizers, notes, labeling, listing) from sources.

College and Career Readiness Anchor Standards for Writing

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

Grade 3 students:	Grade 4 students:	Grade 5 students:
9. Begins in grade 4	9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). 9b. 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").	9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). 9b. 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]").
CCCs
	4.WP.i2 Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument).	5.WP.a1 Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument).