Common Core Alignment

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Kindergarten Writing and Language Common Core Standards

Covered in the program

Elements are covered

Not covered

Text Types and Purposes

W.K.1              Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., 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              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.

Production and Distribution of Writing

W.K.5              With guidance and support from adults, respond to questions and suggestions from peers add details to strengthen writing as needed.

W.K.6              With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

W.K.7              Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.K.8              With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language (L)

Conventions of Standard English

L.K.1                Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.K.1a              Print many upper- and lowercase letters.

L.K.1b              Use frequently occurring nouns and verbs.

L.K.1c              Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogswish, wishes).

L.K.1d              Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

L.K.1e              Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

L.K.1f              Produce and expand complete sentences in shared language activities.

L.K.2                Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.K.2a              Capitalize the first word in a sentence and the pronoun I.

L.K.2b              Recognize and name end punctuation.

L.K.2c              Write a letter or letters for most consonant and short-vowel sounds (phonemes).

L.K.2d              Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Vocabulary Acquisition and Use

L.K.4                Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

L.K.4a              Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

L.K.4b              Use the most frequently occurring inflections and affixes (e.g., –ed, –sre-, un-, pre-, –ful, –less) as a clue to the meaning of an unknown word.

L.K.5                With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5a              Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

L.K.5b              Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

L.K.5c              Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.5d              Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

L.K.6                Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

1st Grade Writing and Language Common Core Standards

Covered in the program

Elements are covered

Not covered

Text Types and Purposes

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.3 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.

Production and Distribution of Writing

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge 

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language (L) 

Conventions of Standard English 

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1a Print all upper- and lowercase letters.

L.1.1b Use common, proper, and possessive nouns.

L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.1.1f Use frequently occurring adjectives.

L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).

L.1.1h Use determiners (e.g., articles, demonstratives).

L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.2a Capitalize dates and names of people.

L.1.2b Use end punctuation for sentences.

L.1.2c Use commas in dates and to separate single words in a series.

L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Vocabulary Acquisition and Use 

L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.

L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

2nd Grade Writing and Language Common Core Standards

Covered in the program

Elements are covered

Not covered

Text Types and Purposes

W.2.1 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.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3 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. Production and Distribution of Writing

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge

Research to Build and Present Knowledge 

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a   single topic to produce a report; record science observations).

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Language (L) 

Conventions of Standard English 

L.2.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.2.1a Use collective nouns (e.g., group).

L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.2a Capitalize holidays, product names, and geographic names.

L.2.2b Use commas in greetings and closings of letters.

L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.2.3a Compare formal and informal uses of English.

Vocabulary Acquisition and Use 

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.5 Demonstrate understanding of word  relationships and nuances in word meanings.

L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

3rd Grade Writing and Language Common Core Standards

Covered in the program

Elements are covered

Not covered

Text Types and Purposes

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b Provide reasons that support the opinion.

W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d Provide a concluding statement or section.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2b Develop the topic with facts, definitions, and details.

W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.2d Provide a concluding statement or section.

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a Establish a situation 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.3.3c Use temporal words and phrases to signal event order.

W.3.3d Provide a sense of closure.

Production and Distribution of Writing 

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 W.3.1-3)

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 L.3.1-3)

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.

Research to Build and Present Knowledge 

W.3.7 short research projects that build knowledge about a topic.

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.

Range of Writing 

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.

Language (L) 

Conventions of Standard English 

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L.3.1b Form and use regular and irregular plural nouns.

L.3.1c Use abstract nouns (e.g., childhood).

L.3.1d Form and use regular and irregular verbs.

L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L.3.1h Use coordinating and subordinating conjunctions.

L.3.1i Produce simple, compound, and complex sentences.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2a Capitalize appropriate words in titles.

L.3.2b Use commas in addresses.

L.3.2c Use commas and quotation marks in dialogue.

L.3.2d Form and use possessives.

L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language 

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.3.3a Choose words and phrases for effect.

L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use 

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

4th Grade Writing and Language Common Core Standards

Covered in the program

Elements are covered

Not covered

Text Types and Purposes

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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.

W.4.1b Provide reasons that are supported by facts and details.

W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d Provide a concluding statement or section related to the opinion presented.

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2a 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.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2e Provide a concluding statement or section related to the information or explanation presented.

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.3a Orient the reader by establishing a situation 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.4.3c Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.4.3e Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

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 W.4.1-3.)

W.4.5 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 L.4.1-3.)

W.4.6 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.

Research to Build and Present Knowledge 

W.4.7 Conduct short research 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 information, and provide a list of sources.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.  Skills learned in writing program transfer over to writing to respond to literature.

W.4.9a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).  Skills learned in writing program transfer over to writing to respond to literature.

W.4.9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Range of Writing Skills learned in writing program transfer over to writing to respond to literature.

W.4.10 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.

Language (L) 

Conventions of Standard English 

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

L.4.1e Form and use prepositional phrases.

L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.2a Use correct capitalization.

L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.

L.4.2c Use a comma before a coordinating conjunction in a compound sentence.

L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language

L.4.3 Use knowledge of language and  its conventions when writing, speaking, reading, or listening.

L.4.3a Choose words and phrases to convey ideas precisely.

L.4.3b Choose punctuation for effect.

L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary Acquisition and Use 

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

5th  Grade Writing and Language Common Core Standards

Covered in the program

Elements are covered

Not covered

Text Types and Purposes

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Taught as persuasive but easily adapted to opinion.

W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Taught as persuasive but easily adapted to opinion.

W.5.1b Provide logically ordered reasons that are supported by facts and details.

W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Taught as persuasive but easily adapted to opinion.

W.5.1d Provide a concluding statement or section related to the opinion presented. Taught as persuasive but easily adapted to opinion.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.5.2e Provide a concluding statement or section related to the information or explanation presented.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.3e Provide a conclusion that follows from the narrated experiences or events

Production and Distribution of Writing

W.5.4 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 W.5.1-3.)

W.5.5 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 L.5.1-3.)

W.5.6 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.

Research to Build and Present Knowledge 

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8 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.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Skills learned in writing program transfer over to writing to respond to literature.

W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Skills learned in writing program transfer over to writing to respond to literature.

W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Skills learned in writing program transfer over to writing to respond to literature.

Range of Writing

W.5.10 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.

Conventions of Standard English 

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

L.5.1c Use verb tense to convey various times, sequences, states, and conditions.

L.5.1d Recognize and correct inappropriate shifts in verb tense.

L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.2a Use punctuation to separate items in a series.

L.5.2b Use a comma to separate an introductory element from the rest of the sentence.

L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.

L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use 

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5.5a Interpret figurative language, including similes and metaphors, in context.

L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

 

Covered in the program

Elements are covered

Not covered

Text Types and Purposes

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Taught as persuasive but easily adapted to opinion.

W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Taught as persuasive but easily adapted to opinion.

W.5.1b Provide logically ordered reasons that are supported by facts and details.

W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Taught as persuasive but easily adapted to opinion.

W.5.1d Provide a concluding statement or section related to the opinion presented. Taught as persuasive but easily adapted to opinion.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.5.2e Provide a concluding statement or section related to the information or explanation presented.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.3e Provide a conclusion that follows from the narrated experiences or events

Production and Distribution of Writing

W.5.4 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 W.5.1-3.)

W.5.5 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 L.5.1-3.)

W.5.6 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.

Research to Build and Present Knowledge 

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8 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.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Skills learned in writing program transfer over to writing to respond to literature.

W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Skills learned in writing program transfer over to writing to respond to literature.

W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Skills learned in writing program transfer over to writing to respond to literature.

Range of Writing

W.5.10 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.

Conventions of Standard English 

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

L.5.1c Use verb tense to convey various times, sequences, states, and conditions.

L.5.1d Recognize and correct inappropriate shifts in verb tense.

L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.2a Use punctuation to separate items in a series.

L.5.2b Use a comma to separate an introductory element from the rest of the sentence.

L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.

L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use 

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5.5a Interpret figurative language, including similes and metaphors, in context.

L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Download the complete version here: Captain Write Common Core Writing Alignment