Common Core State Standards
Writing
Grades K, 1, and 2
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Argument (Opinion) Writing
Common Core Standards
Grade K
1. Move to using 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…).
Grade 1
1. Move to writing 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.
Grade 2
1. Move to writing opinion pieces in which they
introduce the topic of 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.
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Argument (Opinion)
Grade
K
NV State Standard
CC State Standard #1
Drawing or writing to communicate, with
assistance.
1. Move to using 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...).
1
Writing an opinion statement, with assistance.
1. Move to writing 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.
2
Writing an opinion statement; writing
persuasive paragraphs that include supporting
evidence, with assistance.
1. Move to writing 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.
In your small group, look at the comparison chart of the same standards in grades K, 1,
and 2 for argument (opinion) writing.
•What similarities and differences do you see between the standards?
•What scaffolding or spiraling do you notice?
•What differences in rigor do you notice when comparing the new CCSS to the
old Nevada standards?
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Argument (Opinion) Writing
What is argument (opinion) writing?
Develop a group definition.
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Argument (Opinion) Writing
What is argument (opinion) writing?
Writing that attempts to convince
others or calls them to action by
providing evidence that supports a
claim or an opinion
Persuasive Writing Definition, CCSD ELA/Reading Glossary, CEF, XII - 5
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Argument (Opinion) Writing
What is argument writing?
Arguments are used for many purposes—to
change the reader’s point of view, to bring about
some action on the reader’s part, or to ask the
reader to accept the writer’s explanation or
evaluation of a concept, issue, or problem. An
argument is a reasoned, logical way of
demonstrating that the writer’s position, belief, or
conclusion is valid.
Turn to page 23 in Appendix A for the full CCSS definition.
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Common Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical Subjects
Appendix A: Research Supporting Key Elements of the Standards
Glossary of Key Terms
Argument (Opinion) Writing
The Special Place of Argument
in the Standards
I’m Thinking
Because
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Common Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical Subjects
Appendix A: Research Supporting Key Elements of the Standards
Glossary of Key Terms
Argument (Opinion) Writing
A Pro/Con Chart
• Help form arguments (opinions)
• To show students the importance of having sound
reasons
• Explore all possible reasons
Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s
Literature, K-8 by Lynne R. Dorfman and Rose Cappelli
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Argument (Opinion) Writing
A Pro/Con Chart
Nonfiction Mentor Texts: Teaching Informational
Writing Through Children’s Literature, K-8
by Lynne R. Dorfman and Rose Cappelli
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Argument (Opinion) Writing
“If you want a book about penguins that will be
a big hit with first graders, then Tacky the Penguin
by Helen Lester is the book you should read. First,
most first graders enjoy funny characters, and
Tacky is hilarious. He wears ridiculous clothes and
he always does the wrong thing which gets him in
a lot of trouble. Second, even though you can’t
learn facts about penguins from this book, it
would be an easy story for first graders to
understand. For those reasons you should read
Tacky the Penguin to the first graders. But
be careful because they might start
laughing too loud!”
Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s
Literature, K-8 by Lynne R. Dorfman and Rose Cappelli
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CCSS Writing Samples
Thinking about the standards we’ve covered…
What evidence do you see of these standards in
the writing models from the Common Core
Standards? (Turn to Appendix C)
Discuss at your groups.
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CCSS Argument (Opinion)
Writing Samples
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10 Minute Break
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Food for Thought
• What is one new idea you learned pertaining
to argument (opinion) writing from the new
CCSS?
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Informative/Explanatory Writing
Common Core Standards
Grade K
2. Move to using 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.
Grade 1
2. Move to writing informative/explanatory texts in
which they name a topic, supply some facts about
the topic, and provide some sense of closure.
Grade 2
2. Move to writing informative/explanatory texts in
which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
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Informative/Explanatory Writing
What is informative/explanatory
writing?
Develop a group definition.
CCSD ELA/Reading Glossary, CEF, XII - 5
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Informative/Explanatory Writing
What is informative/explanatory
writing?
The form of non-fiction writing that
informs or explains
Expository Writing Definition, CCSD ELA/Reading Glossary, CEF, XII - 3
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Informative/Explanatory Writing
What is informative/explanatory writing?
Informational/explanatory writing conveys
information accurately. This kind of writing serves
one or more closely related purposes: to increase
readers’ knowledge of a
subject, to help
readers better understand a procedure or
process, or to provide readers with an enhanced
comprehension of a concept.
Turn to page 23 in Appendix A for the complete definition.
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Common Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical Subjects
Appendix A: Research Supporting Key Elements of the Standards
Glossary of Key Terms
Informative/Explanatory Writing
Question/Answer Book
This lesson or unit of study focuses on a “learn by doing”
series of reading and writing activities. As a class, students
list what they know about a topic (such as insects),
prompted by examining pictures in a book about the topic.
Students pose questions they have about the topic, again
using picture books as a visual prompt. Students then search
for answers to the questions they have posed, using
Websites, read-alouds, and easy readers.
www.readwritethink.org
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Informative/Explanatory Writing
Question/Answer Book
Periodic reviews of gathered information become
the backdrop to ongoing inquiry, discussion,
reporting, and confirming information. The lesson
culminates with the publishing of a collaborative
question and answer book which reports on
information about the chosen topic, with each
student contributing one page to the book.
www.readwritethink.org
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Informative/Explanatory Writing
Question/Answer Book
www.readwritethink.org
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Informative/Explanatory Writing
Question/Answer Book
www.readwritethink.org
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Informative/Explanatory Writing
Question/Answer Book
www.readwritethink.org
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CCSS Writing Samples
Thinking about the standards we’ve covered…
What evidence do you see of these standards in
the writing models from the Common Core
Standards? (Turn to Appendix C)
Discuss at your groups.
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CCSS Informative/Explanatory
Writing Samples
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Research Writing
Common Core Standards
Grade 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).
8. Continue, with guidance and support from adults, recalling
information from experiences or gathering information
from provided sources to answer a question.
Grade 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).
8. Move to recalling information from experiences and
gathering information from provided sources to answer a
questions, with guidance and support from adults.
Grade 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).
8. Move to recalling information from experiences or
gathering information from provided sources to answer a
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question.
Research
Grade
NV State Standard
CC State Standard #7 and #8
K
Not addressed in Nevada State Standards
Discussing, writing, and/or drawing to formulate a
question, record information, and answer a research
question, with
Assistance.
7. Participate in shared research and writing projects (e.g., explore a
number of books by a favorite author and express opinions about
them).
8. Continue, with guidance and support from adults, recalling
information from experiences or gathering information from
provided sources to answer a question.
1
Not addressed in Nevada State Standards
Writing sentences to answer a research question, with
assistance.
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).
8. Move to recalling information from experiences or gathering
information from provided sources to answer a question, with
guidance and support from adults.
2
Not addressed in Nevada State Standards
Writing sentences that answer a research question.
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).
8. Move to recalling information from experiences or gathering
information from provided sources to answer a question.
In your small group, look at the comparison chart of the same standards in grades K, 1,
and 2 for research writing.
•What similarities and differences do you see between the standards?
•What scaffolding or spiraling do you notice?
•What differences in rigor do you notice when comparing the new CCSS to the
old Nevada standards?
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Informative/Explanatory Writing
How To Books
Units of Study, Lucy Calkins
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Research Writing
How To Books – What’s Key?
• How To books teach people something
• Kids need to look at a lot of examples of How To
books before they write – immerse them in How
To Books
• Brainstorm a lot of How To ideas
• Model how to write How To books
Units of Study, Lucy Calkins
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Research Writing
How To Books – What’s Key?
• Kids need time to plan out their steps before they
ever begin writing
• Show how to use How To paper
• Give students time to check their directions – did
they leave anything out
• Use text models to teach “helpers” in How To
books (such as pictures, numbering the steps,
and creating a title)
Units of Study, Lucy Calkins
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Research Writing
Title that says this is a
How To book
Numbers for each step
Pictures that teach
Cautionary message
Gail Gibbons’ The Pumpkin
Book is an excellent
mentor text.
Units of Study, Lucy Calkins
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Research Writing
Anchor Charts to Consider When Teaching
How To Books
How to Write a How-To Book







First list things you could teach people to do and choose one.
Then get How-To paper.
Then plan the steps on paper.
Maybe sketch the steps.
Then write it!
Write a first page that tells you what you need.
After you write, recheck your directions with a partner.
Units of Study, Lucy Calkins
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Research Writing
Anchor Charts to Consider When Teaching
How To Books
How-To Helpers
1.
2.
3.
4.
5.
A title that says this will be a How-To book.
A list of things we’ll need.
Pictures that teach us what to do.
Numbers for each step.
Captions under the pictures.
Units of Study, Lucy Calkins
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Research Writing
How To Books…You Never Know What You’re Going to Get…
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Research Writing
How To Books…You Never Know What You’re Going to Get…
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Research Writing
How To Books…You Never Know What You’re Going to Get…
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Research Writing
How To Books…You Never Know What You’re Going to Get…
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Research Writing
How To Books…You Never Know What You’re Going to Get…
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Research Writing
Last, but not least…
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Reflection – Final Countdown
• Purpose: To engage students in reflecting,
evaluating, and integrating their learning
• Description: This activity emphasizes the
important role that reflection plays in the
learning process. Final Countdown provides
learners with a framework for reflection,
evaluation, and integration of new knowledge
into previously learned material.
Instructional Strategies for Engaging Learners
Guilford County Schools TF, 2002
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Reflection – Final Countdown
Topic: Common Core State Standards in Writing K-2
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Instructional Strategies for Engaging Learners
Guilford County Schools TF, 2002
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