Search the California Content Standards

Standard:
Write longer and more detailed literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.

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Write short literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently.

Standard:
Write longer literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization.

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Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

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Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

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Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

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Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, and audience.

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Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).

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Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.

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Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) voices (active and passive), and moods (e.g., declarative, interrogative, subjunctive) appropriate to the task, text type, and discipline (e.g., the passive voice in simple past to describe the methods of a scientific experiment) on a variety of topics.