Standards
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CCSS.ELA-Literacy.W.3.3d
Provide a sense of closure.
CCSS.ELA-Literacy.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.)
CCSS.ELA-Literacy.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 0 correlations
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-Literacy.W.3.10
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 audiences.
CCSS.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.1a
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.
CCSS.ELA-Literacy.W.4.1b
Provide reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.4.1c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CCSS.ELA-Literacy.W.4.1d
Provide a concluding statement or section related to the opinion presented.