Writing Progression Map

Common Core ELAGrades K to 12100 core standards · 90 connections

How the ten writing anchor skills build, from drawing and dictating opinions in kindergarten to sustained research and argument in high school.

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Arguments

Read across grades to see how this skill develops.

Kindergarten

1 standard

Grade 1

1 standard

Grade 2

1 standard

Grade 3

1 standard

Grade 4

1 standard

Grade 5

1 standard

Grade 6

1 standard

Grade 7

1 standard

Grade 8

1 standard

Grades 9–10

1 standard

Grades 11–12

1 standard

How to Read This Map

Start in the focused explorer, where standards are grouped into human-readable skill threads and placed in grade order. Select a standard to see what it builds on and what it unlocks. The full network preserves every verified connection: solid lines are essential prerequisites and dashed lines are supporting connections. Cross-topic foundations appear in a selected standard's details. Every standard links to a full breakdown with teaching ideas. How these connections are verified.

All standards on this map, as a list

Arguments

  • W.1.1Write 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.2.1Write 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...
  • W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.4.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • W.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • W.6.1Write arguments to support claims with clear reasons and relevant evidence.
  • W.7.1Write arguments to support claims with clear reasons and relevant evidence.
  • W.8.1Write arguments to support claims with clear reasons and relevant evidence.
  • W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • W.K.1Use 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...

Informative writing

  • W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
  • W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
  • W.8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
  • W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • W.11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • W.K.2Use 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.

Narratives

  • W.1.3Write 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...
  • W.2.3Write 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...
  • W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • W.7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • W.8.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • W.K.3Use 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...

Clear, organized writing

  • W.3.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • W.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • W.5.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Planning and revising

  • W.1.5With 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.2.5With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.3.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.4.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • W.6.5With 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.7.5With 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...
  • W.8.5With 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...
  • W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • W.K.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Writing with technology

  • W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
  • W.4.6With 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...
  • W.5.6With 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...
  • W.6.6Use 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...
  • W.7.6Use 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.8.6Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • W.9-10.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display...
  • W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
  • W.K.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research projects

  • W.1.7Participate 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.2.7Participate 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.3.7Conduct short research projects that build knowledge about a topic.
  • W.4.7Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • W.5.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • W.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • W.8.7Conduct 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...
  • W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize...
  • W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize...
  • W.K.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Sources and evidence

  • W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • W.2.8Recall information from experiences or gather information from provided sources to answer a question.
  • W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.4.8Recall 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.5.8Recall 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...
  • W.6.8Gather 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...
  • W.7.8Gather 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...
  • W.8.8Gather 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...
  • W.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question;...
  • W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task,...
  • W.K.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Drawing on texts

  • W.4.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.9-10.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of writing

  • W.3.10Write 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,...
  • W.4.10Write 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,...
  • W.5.10Write 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,...
  • W.6.10Write 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,...
  • W.7.10Write 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,...
  • W.8.10Write 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,...
  • W.9-10.10Write 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,...
  • W.11-12.10Write 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,...

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