Core Content Connectors by Common Core State Standards: English Language Arts-Writing Standards Grades K-2

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

Writing Standards

Kindergarten students:	Grade 1 students:	Grade 2 students:
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).	1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.	1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCCs
K.WP.a2 Draw, dictate, or write an idea about a topic.	1.WP.b1 Use descriptions and details of familiar people, places, things, and events to support an opinion.	2.WP.b1 State an opinion or preference about the topic or text and at least one reason for the opinion.
K.WP.b1 State an opinion or preference about the topic.	1.WP.f1 Write, draw, or dictate an opinion statement using accurate information as reasoning about a topic or book of interest.	2.WP.b2 Connect gathered facts to an opinion using linking words in persuasive writing .
K.WP.f1 Write, draw, or dictate an opinion statement about a topic or book of interest.	1.WP.g1 Organize an opinion piece starting with a topical or opinion statement followed by a reasons.	2.WP.f1 Write, draw, or dictate an opinion statement, several reasons that support the opinion, and a concluding statement about a topic or book of interest.
1.WP.a1 Draw, dictate, or write an idea or opinion about a topic.	1.WP.g2 Write an opinion piece that includes a sense of closure.	2.WP.g1 Organize an opinion piece starting with a topical or opinion statement followed by related reasons with supporting evidence and ending with a concluding statement.
2.WP.a1 Draw, dictate, or write an idea or opinion about a topic.

Kindergarten students:	Grade 1 students:	Grade 2 students:
2. 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.	2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.	2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCCs
K.WI.b2 With prompting and support, create a permanent product (e.g., select/generate responses to form paragraph/essay) that contains a main topic and details about an informational topic.	1.WI.b1 Write simple statement that name a topic and supplies some facts about the topic.	2.WI.b1 Write statements that name a topic and supplies some facts about the topic.
K.WI.c1 Use a combination of drawing, dictating, and writing in response to a topic, text, or stimulus (e.g., event, photo, etc.).	1.WI.c1 When writing information/explanatory texts represent facts and descriptions through the use of illustrations and captions.	2.WI.c1 When writing information/explanatory texts represent facts and descriptions through the use of illustrations and captions.
K.WI.h1 Organize information on a topic that includes two pieces of relevant content.	1.WI.h1 Provide a concluding statement or section to a permanent product.	2.WI.h1 Order factual statements to describe a sequence of events or explain a procedure.
		2.WI.h2 Provide a concluding statement or section to a permanent product.

Kindergarten students:	Grade 1 students:	Grade 2 students:
3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.	3. 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.	3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
CCCs
K.WL.a1 Use a combination of drawing, dictating, and writing when generating story ideas in response to a topic, text, or stimulus (e.g., event, photo, text, daily writing log).	1.WL.f1 Provide a title for writing that tells the central idea or focus.	2.WL.c1 Tell about a single event or a series of events that describes actions, thoughts, or feelings.
K.WL.d1 Write, dictate, or draw about an event.	1.WL.c1 Describe orally or in writing a single event or a series of events that includes details about what happened.	2.WL.d1 When appropriate, write about a series of events in the order in which they occurred using signal words (e.g., first, then, next).
K.WL.c1 Describe a single event or a series of events using drawings or simple sentences.	1.WL.d1 When appropriate, write about a series of events in the order in which they occurred using signal words (e.g., first, then, next).	2.WL.f1 Provide a title for writing that tells the central idea or focus.
1.HD.c3 Draw, dictate, and/or write about an event or linked events.	1.WL.d2 Write a narrative that includes a sense of closure.	2.WL.f2 Organize text providing information regarding who, what, and why while maintaining a single focus.
		2.WL.d2 Write a narrative that includes a sense of closure.

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.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Writing Standards

Kindergarten students:	Grade 1 students:	Grade 2 students:
4. No CCSS at this grade level	4. No CCSS at this grade level	4. No CCSS at this grade level
CCCs
N/A	N/A	N/A

Kindergarten students:	Grade 1 students:	Grade 2 students:
5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.	5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.	5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCCs
K.WI.i1 With guidance and support, use feedback on a topic (e.g., additional text, drawings, visual displays, labels) to strengthen informational writing.	1.WI.i1 With guidance and support, use feedback on a topic (e.g., additional text, drawings, visual displays, labels) to strengthen informational writing.	2.WI.i1 With guidance and support, use feedback on a topic (e.g., additional text, drawings, visual displays, labels) to strengthen informational writing.
K.WL.g1 With guidance and support, use feedback to (e.g., elaborate on story elements) to strengthen narrative writing.	1.WL.g1 With guidance and support, use feedback (e.g., elaborate on story elements) to strengthen narrative writing.	2.WL.g1 With guidance and support, use feedback (e.g., elaborate on story elements) to strengthen narrative writing.
K.WP.h1 With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.	1.WP.h1 With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.	2.WP.h1 With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.

Kindergarten students:	Grade 1 students:	Grade 2 students:
6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.	6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.	6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCCs
K.WA.1 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaborating with peers.	1.WA.1 With guidance and support from adults, use a variety of digital tools (e.g., word processing, internet) to produce and publish writing, including collaborating with peers.	2.WA.2 With guidance and support from adults, use a variety of digital tools (e.g., word processing, internet) to produce and publish writing, including collaborating with peers.

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

Writing Standards

Kindergarten students:	Grade 1 students:	Grade 2 students:
7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).	7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).	7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCCs
K.WI.d4 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).	1.WI.d4 Participate in shared research and writing projects (e.g., drawings, visual displays, labels).	2.WI.d2 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).
	1.WL.a1 Generate ideas and or opinions when participating in shared writing projects.	2.WL.a1 Generate ideas and or opinions when participating in shared writing projects.

Kindergarten students:	Grade 1 students:	Grade 2 students:
8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.	8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.	8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCCs
K.WI.a2 With guidance and support from adults, recall information from experiences to answer a question.	1.WI.a2 With guidance and support from adults, recall information from experiences (e.g., quote or paraphrase from source) to answer a question.	2.WI.a2 Recall information from experiences (e.g., highlight, quote or paraphrase from source) to answer a question.
K.WI.d1 Identify various sources that can be used to (e.g., highlight, quote or paraphrase from source) gather information or to answer questions (e.g., how do we find out).	1.WI.d1 Identify various sources (e.g., word wall, book talks, visuals/images, Internet) that can be used to gather information or to answer a questions (how do we find out).	2.WI.d1 With guidance and support from adults, gather information from provided sources (e.g., highlight) to answer a question.
K.WI.d2 Use provided illustrations or visual displays to gain information on a topic.	1.WI.d2 Use illustrations and details in a text to obtain facts and compose information on a topic.	2.WL.a2 Recall information from experiences to answer a question.
K.WI.d3 With guidance and support from adults, gather information from provided sources (e.g., highlight, quote, or paraphrase from source) to answer a question.	1.WI.d3 With guidance and support from adults, gather information from provided sources (e.g., highlight) to answer a question.	2.WP.a3 Recall information from experiences to answer a question.
K.WL.a2 With guidance and support from adults, recall information from experiences to answer a question.	1.WL.a2 With guidance and support, recall information from experiences to answer a question	2.WP.e1 Gather information from provided sources (e.g., highlight in text, quote, or paraphrase from text or discussion) to answer a question.
K.WP.a1 With guidance and support from adults, recall information from experiences to answer a question.	1.WP.a2 With guidance and support from adults, recall information from experiences to answer a question.	2.WP.d1 Use simple note-taking strategies (e.g., double entry journal, Venn diagram, t chart, discussion web) to record reasons for or against a topic.
K.WP.e1 With guidance and support from adults, gather information from provided sources to answer a question.	1.WP.e1 With guidance and support from adults, gather information from provided sources (e.g., highlight in text, quote or paraphrase from text or discussion) to answer a question.	2.WP.d2 Create a permanent product (e.g., t-chart, word sort) to distinguish facts and opinion.
		2.WI.d3 Use simple note taking strategies or organizers (e.g., numbering, t-charts, graphic organizers) to gather information from provided sources.

Kindergarten students:	Grade 1 students:	Grade 2 students:
9. No CCSS at this grade level	9. No CCSS at this grade level	9. No CCSS at this grade level
CCCs
N/A	N/A	N/A