PBS LearningMedia Review for Teachers | Common Sense Education

  • W.K.5 With guidance and patronize from adults, react to questions and suggestions from peers and add details to strengthen writing as needed .
  • W.K.7 Participate in shared research and writing projects ( for example, explore a number of books by a front-runner generator and express opinions about them ) .
  • W.K.8 With guidance and confirm from adults, recall information from experiences or gather information from provided sources to answer a question .
  • W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a lector the topic or the name of the koran they are writing about and state an public opinion or predilection about the subject or bible ( for example, My favorite book is … ).
  • W.K.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 .
  • W.K.3 Use a combination of drawing, dictating, and writing to narrate a individual consequence or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened .
  • W.1.5 With guidance and support from adults, focus on a subject, respond to questions and suggestions from peers, and add details to strengthen writing as needed .
  • W.1.7 Participate in shared research and writing projects ( for example, explore a act of “ how-to ” books on a given subject and use them to write a sequence of instructions ) .
  • W.1.8 With guidance and confirm from adults, recall information from experiences or gather information from provided sources to answer a question .
  • W.2.7 Participate in shared inquiry and writing projects ( for example, read a number of books on a single topic to produce a composition ; phonograph record science observations ) .
  • W.2.8 Recall information from experiences or gather information from provided sources to answer a question .
  • W.2.1 spell opinion pieces in which they introduce the topic or script they are writing about, submit an impression, provision reasons that support the public opinion, use linking words ( for example, because, and, besides ) to connect impression and reasons, and provide a conclude statement or section .
  • W.2.3 Write narratives in which they recount a well-elaborated consequence 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 .
  • W.3.4 With guidance and support from adults, produce writing in which the development and organization are allow to task and purpose. ( Grade-specific expectations for writing types are defined in standards 1–3 above. )
  • W.3.5 With steering and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing .
  • W.3.10 Write routinely over unfold time frames ( time for research, mirror image, and revision ) and shorter time frames ( a unmarried sit down or a day or two ) for a range of discipline-specific tasks, purposes, and audiences .
  • W.3.7 Conduct short research projects that build knowledge about a subject .
  • W.3.8 Recall information from experiences or gather data from print and digital sources ; take brief notes on sources and sort tell into provide categories .
  • W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational social organization that lists reasons .
  • W.3.1b Provide reasons that support the opinion .
  • W.3.1d Provide a conclude affirmation or incision .
  • W.3.2a Introduce a subject and group related data together ; include illustrations when useful to aiding inclusion .
  • W.3.2b Develop the subject with facts, definitions, and details .
  • W.3.3a Establish a site and introduce a narrator and/or characters ; organize an event sequence that unfolds naturally .
  • W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations .
  • 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 .
  • W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish publish american samoa well as to interact and collaborate with others ; demonstrate sufficient command of keyboarding skills to type a minimal of one page in a individual model .
  • W.4.10 Write routinely over cover fourth dimension frames ( time for research, observation, and revision ) and shorter time frames ( a single sit or a day or two ) for a range of discipline-specific tasks, purposes, and audiences .
  • W.4.7 Conduct short inquiry projects that build knowledge through investigation of different aspects of a topic .
  • W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources ; take notes and categorize data, and provide a list of sources .
  • W.4.9a Apply grade 4 Reading standards to literature ( for example, “ Describe in depth a character, setting, or consequence in a fib or drama, drawing on specific details in the text [ for example, a character ’ second thoughts, words, or actions ]. ” ) .
  • W.4.9b Apply grade 4 Reading standards to informational textbook ( for example, “ Explain how an writer uses reasons and attest to support particular points in a text ” ) .
  • W.4.1a Introduce a topic or textbook clearly, department of state an opinion, and create an organizational structure in which related ideas are grouped to support the writer ’ s purpose .
  • W.4.1b Provide reasons that are supported by facts and details .
  • W.4.1d Provide a conclude statement or section related to the opinion presented .
  • W.4.2b Develop the subject with facts, definitions, concrete details, quotations, or other information and examples related to the subject .
  • W.4.2d d.Use accurate language and domain-specific vocabulary to inform about or explain the subject .
  • W.4.3a Orient the reader by establishing a position and introducing a narrator and/or characters ; organize an event sequence that unfolds naturally .
  • W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations .
  • W.5.4 Produce clear and coherent write 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 defend from peers and adults, develop and strengthen writing as needed by design, revising, editing, rewriting, or trying a fresh approach path .
  • W.5.6 With some guidance and support from adults, use engineering, including the Internet, to produce and publish write american samoa well as to interact and collaborate with others ; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sit .
  • W.5.10 Write routinely over exsert time frames ( time for research, reflection, and revision ) and shorter time frames ( a single sitting or a day or two ) for a stove of discipline-specific tasks, purposes, and audiences .
  • W.5.7 Conduct short research projects that use several sources to build cognition through probe of different aspects of a subject .
  • W.5.8 Recall relevant information from experiences or accumulate relevant information from print and digital sources ; summarize or paraphrase information in notes and finished work, and provide a tilt of sources .
  • W.5.9a Apply grade 5 Reading standards to literature ( for example, “ Compare and contrast two or more characters, settings, or events in a fib or a drama, drawing on specific details in the text [ for example, how characters interact ] ” ) .
  • W.5.9b Apply grade 5 Reading standards to informational textbook ( for example, “ Explain how an generator uses reasons and attest to support detail points in a text, identifying which reasons and tell defend which point [ second ] ” ) .
  • W.5.1a Introduce a subject or text distinctly, state an opinion, and create an organizational social organization in which ideas are logically grouped to support the writer ’ s purpose .
  • W.5.1b Provide logically ordered reasons that are supported by facts and details .
  • W.5.1d Provide a conclude argument or section related to the public opinion presented .
  • W.5.2b Develop the subject with facts, definitions, concrete details, quotations, or early information and examples related to the subject .
  • W.5.2d Use accurate language and domain-specific vocabulary to inform about or explain the topic .
  • W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters ; organize an event succession that unfolds naturally .
  • W.5.3b Use narrative techniques, such as negotiation, description, and tempo, to develop experiences and events or show the responses of characters to situations .
  • W.5.3d Use concrete words and phrases and centripetal details to convey experiences and events precisely .
  • W.6.4 Produce clear and coherent compose in which the development, arrangement, and expressive style are allow to task, purpose, and audience. ( Grade-specific expectations for writing types are defined in standards 1–3 above. )
  • W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach path .
  • W.6.6 Use technology, including the Internet, to produce and publish writing equally well as to interact and collaborate with others ; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a one sitting .
  • W.6.10 Write routinely over exsert prison term frames ( time for inquiry, reflection, and rewrite ) and shorter time frames ( a individual ride or a day or two ) for a scope of discipline-specific tasks, purposes, and
  • W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate .
  • W.6.9 Draw tell from literary or informational text to support analysis, reflection, and research .
  • W.6.9a Apply grade 6 Reading standards to literature ( for example, “ Compare and contrast text in unlike forms or genres [ for example, stories and poems ; diachronic novels and fantasy stories ] in terms of their approaches to similar themes and topics ” ) .
  • W.6.9b Apply grade 6 Reading standards to literary nonfiction ( for example, “ Trace and evaluate the controversy and specific claims in a text, distinguishing claims that are supported by reasons and tell from claims that are not ” ) .
  • W.6.1a Introduce claim ( south ) and organize the reasons and evidence clearly .
  • W.6.1b subscribe claim ( south ) with net reasons and relevant evidence, using credible sources and demonstrating an understand of the subject or text .
  • W.6.1c Use words, phrases, and clauses to clarify the relationships among title ( south ) and reasons .
  • W.6.1d establish and maintain a formal style .
  • W.6.1e Provide a conclude statement or section that follows from the argument presented .
  • W.6.2a Introduce a topic ; organize ideas, concepts, and data, using strategies such as definition, classification, comparison/contrast, and cause/effect ; include formatting ( for example, headings ), graphics ( for example, charts, tables ), and multimedia when useful to aiding comprehension .
  • W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples .
  • W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the subject .
  • W.6.2f Provide a reason statement or section that follows from the information or explanation presented .
  • W.6.3a hire and eastern hemisphere the lector by establishing a context and introducing a narrator and/or characters ; organize an event sequence that unfolds naturally and logically.
  • W.6.3b Use narrative techniques, such as negotiation, pacing, and description, to develop experiences, events, and/or characters .
  • W.6.3d Use precise words and phrases, relevant descriptive details, and sensory linguistic process to convey experiences and events .
  • W.7.4 Produce gain and coherent write in which the development, administration, and manner are appropriate to task, purpose, and audience. ( Grade-specific expectations for writing types are defined in standards 1–3 above. )
  • W.7.5 With some guidance and corroborate from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a modern approach, focusing on how well aim and audience have been addressed .
  • W.7.6 Use technology, including the Internet, to produce and publish write and connect to and cite sources deoxyadenosine monophosphate well as to interact and collaborate with others, including linking to and citing sources .
  • W.7.10 Write routinely over drawn-out prison term frames ( time for research, reflection, and rewrite ) and shorter time frames ( a single sit or a day or two ) for a compass of discipline-specific tasks, purposes, and audiences .
  • W.7.7 Conduct curtly research projects to answer a question, drawing on several sources and generating extra related, focus questions for farther research and investigation .
  • W.7.9b Apply grade 7 Reading standards to literary nonfiction ( e.g. “ Trace and evaluate the argumentation and specific claims in a text, assessing whether the reason is legal and the evidence is relevant and sufficient to support the claims ” ) .
  • W.7.1a Introduce claim ( mho ), acknowledge alternate or opposing claims, and organize the reasons and evidence logically .
  • W.7.1b digest claim ( south ) with coherent reasoning and relevant evidence, using accurate, credible sources and demonstrating an sympathy of the topic or textbook .
  • W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among title ( s ), reasons, and evidence .
  • W.7.1d establish and maintain a formal style .
  • W.7.1e Provide a conclude argument or section that follows from and supports the argumentation presented .
  • W.7.2a Introduce a subject clearly, previewing what is to follow ; organize ideas, concepts, and information, using strategies such as definition, categorization, comparison/contrast, and cause/effect ; include formatting ( for example, headings ), graphics ( for example, charts, tables ), and multimedia when useful to aiding inclusion .
  • W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other data and examples .
  • W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic .
  • W.7.3a absorb and eastern hemisphere the lector by establishing a context and bespeak of view and introducing a narrator and/or characters ; organize an event sequence that unfolds naturally and logically .
  • W.7.3b Use narrative techniques, such as negotiation, pace, and description, to develop experiences, events, and/or characters .
  • W.7.3c Use a diverseness of conversion words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another .
  • W.7.3d Use precise words and phrases, relevant descriptive details, and sensational lyric to capture the military action and convey experiences and events .
  • W.8.4 Produce clear and coherent compose in which the development, arrangement, and style are allow to task, purpose, and consultation. ( Grade-specific expectations for writing types are defined in standards 1–3 above. )
  • W.8.5 With some steering and support from peers and adults, develop and strengthen writing as needed by plan, revising, editing, rewriting, or trying a new approach, focusing on how good determination and audience have been addressed .
  • W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently a well as to interact and collaborate with others .
  • W.8.10 Write routinely over extensive time frames ( time for research, reflection, and revision ) and shorter time frames ( a single sit or a day or two ) for a range of discipline-specific tasks, purposes, and audiences .
  • W.8.7 Conduct short inquiry projects to answer a question ( including a self-generated question ), drawing on several sources and generating extra related, focus questions that allow for multiple avenues of exploration .
  • W.8.1a Introduce title ( s ), acknowledge and distinguish the title ( s ) from surrogate or opposing claims, and organize the reasons and attest logically .
  • W.8.1b support claim ( mho ) with logical intelligent and relevant attest, using accurate, credible sources and demonstrating an reason of the subject or text .
  • W.8.1c Use words, phrases, and clauses to create coherence and clarify the relationships among claim ( south ), counterclaims, reasons, and evidence .
  • W.8.1d install and maintain a formal style .
  • W.8.1e Provide a reason statement or section that follows from and supports the controversy presented .
  • W.8.2a Introduce a subject clearly, previewing what is to follow ; organize ideas, concepts, and information into broader categories ; include formatting ( for example, headings ), graphics ( for example, charts, tables ), and multimedia when utilitarian to aiding comprehension .
  • W.8.2b Develop the subject with relevant, happy facts, definitions, concrete details, quotations, or early information and examples .
  • W.8.2d Use accurate terminology and domain-specific vocabulary to inform about or explain the subject .
  • W.8.3a engage and orient the lector by establishing a context and point of view and introducing a narrator and/or characters ; organize an event succession that unfolds naturally and logically .
  • W.8.3b Use narrative techniques, such as dialogue, pace, description, and contemplation, to develop experiences, events, and/or characters .
  • W.8.3c Use a kind of conversion words, phrases, and clauses to convey sequence, bespeak shifts from one time frame or setting to another, and show the relationships among experiences and events .
  • W.8.3d Use precise words and phrases, relevant descriptive details, and sensory linguistic process to capture the legal action and convey experiences and events .
  • W.9-10.4 Produce clear and coherent compose in which the development, organization, and style are allow to task, purpose, and audience. ( Grade-specific expectations for writing types are defined in standards 1–3 above. )
  • W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most meaning for a specific purpose and audience .
  • W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared write products, taking advantage of technology ’ s capacity to link to other information and to display information flexibly and dynamically .
  • W.9-10.10 Write routinely over strain prison term frames ( time for research, mirror image, and revision ) and shorter time frames ( a one seat or a day or two ) for a rate of tasks, purposes, and audiences .
  • W.9-10.7 Conduct shortstop a well as more sustained research projects to answer a question ( including a self-generated question ) or solve a problem ; narrow or broaden the inquiry when appropriate ; synthesize multiple sources on the subject, demonstrating understand of the subject under investigation .
  • W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advance searches efficaciously ; assess the utility of each informant in answering the research question ; integrate information into the text selectively to maintain the menstruate of ideas, avoiding plagiarism and following a standard format for citation .
  • W.9-10.9 Draw tell from literary or informational text to support analysis, contemplation, and research .
  • W.9-10.1b Develop claim ( mho ) and counterclaims fairly, supplying attest for each while pointing out the strengths and limitations of both in a manner that anticipates the audience ’ s knowledge level and concerns .
  • W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim ( mho ) and reasons, between reasons and attest, and between claim ( sulfur ) and counterclaims .
  • W.9-10.1d establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing .
  • W.9-10.1e Provide a reason argument or section that follows from and supports the argument presented .
  • W.9-10.2a Introduce a topic ; organize complex ideas, concepts, and information to make important connections and distinctions ; include formatting ( for example, headings ), graphics ( for example, figures, tables ), and multimedia when useful to aiding inclusion .
  • W.9-10.2b Develop the topic with happy, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience ’ s cognition of the subject .
  • W.9-10.2d Use accurate speech and domain-specific vocabulary to manage the complexity of the topic .
  • W.9-10.2e establish and maintain a conventional style and objective tone while attending to the norms and conventions of the discipline in which they are writing .
  • W.9-10.3a engage and orient the lector by setting out a trouble, site, or observation, establishing one or multiple point ( randomness ) of watch, and introducing a narrator and/or characters ; create a smooth progress of experiences or events .
  • W.9-10.3b Use narrative techniques, such as dialogue, pace, description, reflection, and multiple diagram lines, to develop experiences, events, and/or characters .
  • W.9-10.3d Use accurate words and phrases, telling details, and centripetal language to convey a graphic picture of the experiences, events, setting, and/or characters .
  • W.9-10.3e Provide a termination that follows from and reflects on what is experienced, observe, or resolved over the course of the narrative .
  • W.11-12.4 Produce clear and coherent write in which the development, organization, and expressive style are appropriate to task, purpose, and hearing. ( Grade-specific expectations for writing types are defined in standards 1–3 above. )
  • W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a raw overture, focusing on addressing what is most significant for a specific purpose and audience .
  • W.11-12.10 Write routinely over carry clock time frames ( prison term for research, reflection, and revision ) and shorter time frames ( a single model or a day or two ) for a range of tasks, purposes
  • W.11-12.7 Conduct short arsenic well as more hold research projects to answer a doubt ( including a spontaneous question ) or solve a problem ; narrow or broaden the inquiry when appropriate ; synthesize multiple sources on the subject, demonstrating agreement of the subject under investigation .
  • W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches efficaciously ; assess the strengths and limitations of each source in terms of the job, function, and hearing ; desegregate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation .
  • W.11-12.1a Introduce precise, intimate call ( mho ), establish the significance of the claim ( mho ), spot the claim ( s ) from alternate or opposing claims, and create an constitution that logically sequences claim ( south ), counterclaims, reasons, and evidence .
  • W.11-12.1b Develop claim ( randomness ) and counterclaims reasonably and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience ’ s cognition floor, concerns, values, and possible biases .
  • W.11-12.1d establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing .
  • W.11-12.1e Provide a conclude affirmation or segment that follows from and supports the argument presented .
  • W.11-12.2a Introduce a subject ; organize complex ideas, concepts, and data so that each new chemical element builds on that which precedes it to create a unite whole ; include formatting ( for example, headings ), graphics ( for example, figures, tables ), and multimedia when utilitarian to aiding comprehension .
  • W.11-12.2b Develop the subject thoroughly by selecting the most meaning and relevant facts, extended definitions, concrete details, quotations, or other data and examples appropriate to the consultation ’ s cognition of the topic .
  • W.11-12.2d Use accurate language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic .
  • W.11-12.2e establish and maintain a conventional style and aim tone while attending to the norms and conventions of the discipline in which they are writing .
  • W.11-12.3a absorb and orient the reader by setting out a problem, situation, or observation and its meaning, establishing one or multiple distributor point ( second ) of view, and introducing a narrator and/or characters ; create a smooth progression of experiences or events.
  • W.11-12.3b Use narrative techniques, such as dialogue, pace, description, mirror image, and multiple plat lines, to develop experiences, events, and/or characters .
  • W.11-12.3d Use accurate words and phrases, telling details, and centripetal language to convey a intense movie of the experiences, events, setting, and/or characters .
  • W.11-12.3e Provide a decision that follows from and reflects on what is experienced, note, or resolved over the naturally of the narrative .
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