W.6.7:
Writing
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8:
Writing
Research to Build and Present Knowledge
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.10:
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
W.6.5:
Writing
Production and Distribution of Writing
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.
W.6.4:
Writing
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.6.9:
Writing
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.7:
Writing
Research to Build and Present Knowledge
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8:
Writing
Research to Build and Present Knowledge
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.10:
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.5.5:
Writing
Production and Distribution of Writing
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.9:
Writing
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.4:
Writing
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.7.5:
Writing
Production and Distribution of Writing
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, focusing on how well purpose and audience have been addressed.
W.7.6:
Writing
Production and Distribution of Writing
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7.7:
Writing
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.8:
Writing
Research to Build and Present Knowledge
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.7.9:
Writing
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10:
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.8.4:
Writing
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.8.5:
Writing
Production and Distribution of Writing
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, focusing on how well purpose and audience have been addressed.
W.8.7:
Writing
Research to Build and Present Knowledge
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.8:
Writing
Research to Build and Present Knowledge
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9:
Writing
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.10:
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.
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