Common Core Deconstructed Standards For Writing

Common Core Deconstructed Standards for Writing
Kindergarten
CCSS.ELA-Literacy.W.K.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.
-Use a combination of drawing, dictating, and writing to narrate a single event/ several loosely linked
events.
-Tell about the events in the order in which they occurred.
-Provide a reaction to what happened
Production and Distribution of Writing:
(W.K.4 begins in grade 3)
With guidance and support from adults, respond to questions and suggestions from peers and add
details to strengthen writing as needed.
-With guidance and support from adults, responds to questions.
-Responds to suggestions from peers
-Add details to strengthen writing as needed.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers.
- With guidance and support from adults, explore a variety of digital tools.
-Explore digital tools to produce and publish writing.
-Including in collaboration with peers.
First Grade
CCSS.ELA-Literacy.W.1.3
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.
-Write narratives
-Recount two or more appropriately sequenced events
-Include some details regarding what happened.
-Use temporal words to signal event order
-Provide some sense of closure.
Second Grade
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.
-Write narratives in which they recount a well-elaborated event
- Write narratives in which they recount short sequence of events.
-Include details to describe actions, thoughts, and feelings.
-Use temporal words to signal event order.
-Provide a sense of closure.
(W.2.4 begins in grade 3)
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing
-With guidance and support from adults and peers, focus on a topic
-Strengthen writing as needed by revising and editing
Third Grade
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
-Write narratives to develop real experiences/ events
-Write narratives to develop imagines experiences/events.
-Use effective technique
-Use descriptive details
-Use clear event sequences
CCSS.ELA-Literacy.W.3.3.a
Establish a situation and introduce a narrator and/or characters; organize an event sequence that
unfolds naturally.
-Orient the reader by establishing a situation.
-Introduce a narrator and/or characters.
-Organize event sequence that unfolds naturally
CCSS.ELA-Literacy.W.3.3.b
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or
show the response of characters to situations.
-Use narrative techniques such as dialogue, description, and pacing.
-Use narrative techniques to develop experiences/events
-Use narrative techniques to show responses of characters to situations.
CCSS.ELA-Literacy.W.3.3.c
Use temporal words and phrases to signal event order.
-Use temporal words to signal event order.
-Use phrases to signal event order.
CCSS.ELA-Literacy.W.3.3.d
Provide a sense of closure.
Fourth Grade
-Write narratives to develop real experiences/events.
-Write narratives to develop imagined experiences/events.
-Write using effective technique.
-Write using descriptive details.
-Write using clear event sequences
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
-Organize event sequence that unfolds naturally

Use dialogue and description to develop experiences and events or show the responses of characters to
situations.
-Use dialogue to develop experiences and events
-Use description to develop experiences and events
-Use dialogue/ description to show the responses of characters to situations.
Use a variety of transitional words and phrases to manage the sequence of events.
-Use a variety of transitional words to manage the sequence of events.
-Use a variety of phrases to manage the sequence of events.
-Use a variety of clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
-Use concrete words and phrases to convey experiences/events precisely.
-Use sensory details to convey experiences/events precisely.
CCSS.ELA-Literacy.W.4.3.e
Provide a conclusion that follows from the narrated experiences or events.
-Provide a conclusion
-Provide a conclusion that follows from the narrated experiences/events.
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.
-Use technology (including internet) with some guidance and support from adults.
-Use technology to produce and publish writing.
-Use technology to interact and collaborate with others.
-Demonstrate sufficient command of keyboarding skills.
- Able to type a minimum of one page in a single sitting.
Fifth Grade
-Write narratives to develop real experiences/events.
-Write narratives to develop imagined experiences/events.
-Write using effective technique.
-Write using descriptive details.
-Write using clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
-Organize 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 narrative techniques such as dialogue, description, and pacing.
-Use narrative techniques to develop experiences/events
-Use narrative techniques to show responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
-Use a variety of transitional words to manage the sequence of events.
-Use a variety of phrases to manage the sequence of events.
-Use a variety of clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
-Use concrete words and phrases to convey experiences/events precisely.
-Use sensory details to convey experiences/events precisely.
CCSS.ELA-Literacy.W.5.3.e
Provide a conclusion that follows from the narrated experiences or events.
-Provide a conclusion
-Provide a conclusion that follows from the narrated experiences/events.
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.)
-Produce clear and coherent writing.
-Produce writing in which the development and organization are appropriate to task.
- Produce writing in which the development and organization are appropriate to purpose.
- Produce writing in which the development and organization are appropriate to audience.
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 here.)
-With guidance and support from peers and adults, develop writing as needed.
- With guidance and support from peers and adults, strengthen writing as needed.
-Develop/strengthen writing by planning, revising, editing. rewriting, or trying a new approach.
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.
-Use technology (including internet) with some guidance and support from adults.
-Use technology to produce and publish writing.
-Use technology to interact and collaborate with others.
-Demonstrate sufficient command of keyboarding skills.
- Able to type a minimum of two pages in a single sitting.

Common Core Deconstructed Standards For Writing

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