Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Writing
Grade 3
Text Types and Purposes
W.3.3
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.
Production and Distribution of Writing
W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)
W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Grade 4
Text Types and Purposes
W.4.3
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 or show the responses of characters to situations.
- Use a variety of transitional words and phrases 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.
Production and Distribution of Writing
W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.4.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
W.4.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Grade 5
Text Types and Purposes
W.5.3
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 or 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 or events.
Production and Distribution of Writing
W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Ohio English Language Arts Standards (2001)
Writing Process Standard
Benchmarks (3–4)
A.
Generate ideas and determine a topic suitable for writing.
Benchmarks (5–7)
A.
Generate writing topics and establish a purpose appropriate for the audience.
Benchmarks (8–10)
A.
Formulate writing ideas and identify a topic appropriate to the purpose and audience.
Grade Level Indicators (Grade 3)
1.
Generate writing ideas through discussions with others and from printed material.
2.
Develop a clear main idea for writing.
Grade Level Indicators (Grade 4)
1.
Generate writing ideas through discussions with others and from printed material.
2.
State and develop a clear main idea for writing.
Grade Level Indicators (Grade 5)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
3.
State and develop a clear main idea for writing.
Grade Level Indicators (Grade 6)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
3.
Establish a thesis statement for informational writing or a plan for narrative writing.
Grade Level Indicators (Grade 7)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
3.
Establish a thesis statement for informational writing or a plan for narrative writing.
Grade Level Indicators (Grade 8)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
3.
Establish a thesis statement for informational writing or a plan for narrative writing.