Ccss writing anchor standards

National Assessment Governing Board.

Ccss writing anchor standards

Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

With prompting and support, ask and answer questions about key details in a text. With assistance, kindergarten students ask and answer questions about key details. Ask and answer questions about key details in a text. First grade students continue to ask and answer questions about key details.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ccss writing anchor standards

Second grade students answer specific questions and demonstrate understanding. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Third grade students add the ability to refer to the text explicitly to support their answers.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Fourth grade students continue to refer to the text explicitly and now do so when drawing inferences.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Fifth grade students add the ability to quote accurately from the text to support their answers.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Sixth grade students provide evidence in the form of citations when analyzing what a text says and drawing inferences.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Seventh grade students cite more than one piece of textual evidence to support their ideas.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. When citing evidence, eighth grade students judge what is considered strong convincing and effective support.

ccss writing anchor standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Students find evidence in the text that is strong convincing and thorough complete, detailed to support their analysis.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Along with being able to determine if evidence is sufficient and convincing, students need to be able to judge where an author purposely or unintentionally leaves information open-ended or vague.

With prompting and support, identify the main topic and retell key details of a text. With assistance, kindergarten students identify the main topic and retell key details in their own words. Identify the main topic and retell key details of a text.

First grade students continue to identify the main topic and retell key details of a text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Second grade students identify the main topics of paragraphs and longer texts. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Third grade students explain how key details support the main idea. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Fourth grade students add the ability to summarize the text.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Fifth grade students identify two or more main ideas of a text. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Sixth grade students establish the central idea of a text. They understand how the idea is communicated through the use of details.Common Core State Standards: English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy).

College and Career Readiness Anchor Standards for Writing .. 20 Writing Standards K–5. Common Core State Standards: English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy). College and Career Readiness Anchor Standards for Writing ..

20 Writing Standards K–5. r-bridal.comW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. r-bridal.comW.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a .

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

body (CCSS, p.

California Common Core State Standards

33); in the Standards, domain-specific words and phrases are analogous to Tier Three words (Lan- guage, p. 33). Editing – A part of writing and preparing presentations concerned chiefly with improving the clarity, organization.

The CCSS also offers more specific explanations of the anchor standards by grade level. Because literacy tasks involve various modes of operation, there are several sets of anchor standards.

They are: Reading, Writing, Speaking and Listening, and Language.

Common Core State Standards - Resources (CA Dept of Education)