Something I'm Good At Printable Writing 27 Goodat PDF Worksheet

W.2.1:

Writing

Text Types and Purposes

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.3:

Writing

Text Types and Purposes

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.

W.2.5:

Writing

Production and Distribution of Writing

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.3.1:

Writing

Text Types and Purposes

Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a:

Writing

Text Types and Purposes

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b:

Writing

Text Types and Purposes

Provide reasons that support the opinion.

W.3.1c:

Writing

Text Types and Purposes

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d:

Writing

Text Types and Purposes

Provide a concluding statement or section.

W.3.2d:

Writing

Text Types and Purposes

Provide a concluding statement or section.

W.3.3:

Writing

Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.4:

Writing

Production and Distribution of Writing

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:

Writing

Production and Distribution of Writing

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.3.10:

Writing

Range of Writing

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.

W.4.1:

Writing

Text Types and Purposes

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1a:

Writing

Text Types and Purposes

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.

W.4.1c:

Writing

Text Types and Purposes

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d:

Writing

Text Types and Purposes

Provide a concluding statement or section related to the opinion presented.

W.4.2a:

Writing

Text Types and Purposes

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2e:

Writing

Text Types and Purposes

Provide a concluding statement or section related to the information or explanation presented.

W.4.3:

Writing

Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.4:

Writing

Production and Distribution of Writing

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:

Writing

Production and Distribution of Writing

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.10:

Writing

Range of Writing

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.