Kansas K–6 english language arts standards

Follow words from left to right, top to bottom and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Understand that words are separated by spaces in print and can point with one- to-one correspondence.

Recognize and name all upper- and lowercase letters of the alphabet.

Manipulate (segment, blend or substitute) sounds in the initial, final and medial positions. (Phonemic awareness)

Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) ) in three-phoneme (consonant-vowel-consonant or CVC) words. (This does not include CVC ending with /l/, /r/ or /x/.) (Phonemic awareness)

Count, produce, blend, and segment syllables in spoken words.

Blend and segment onsets and rimes (word families) of single-syllable spoken words.

Demonstrate basic knowledge of phoneme-grapheme correspondences of predictable consonants.

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Read common high-frequency words (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., bat/cat, bat/bit/, bat/bad).

Read decodable texts that support instruction.

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, identify the main topic and retell key details of a text.

With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.

With prompting and support, ask and answer questions about unknown words in a text.

Identify the front cover, back cover and title page of a book.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts).

With prompting and support, identify the reasons an author gives to support points in a text.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).

Begins in second grade.

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

Use the most frequently occurring inflectional endings and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) to determine the meaning of an unknown word.

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

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

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

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

Actively engage in individual or group readings of informational text with purpose and understanding.

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, retell familiar stories, including key events.

With prompting and support, identify characters, settings and major events in a story.

Ask and answer questions about unknown words in a text.

Recognize common types of texts (e.g., storybooks, poems).

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Not applicable for literature.

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Begins in second grade.

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

Use the most frequently occurring inflectional endings and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

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

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

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

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

Listen to high quality drama, prose, and poetry to expand language comprehension.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Extend a conversation through multiple exchanges.

Confirm sequence of events of a read aloud or media presentation by asking and answering questions about key details or requesting clarification of what is not understood.

Ask and answer questions to seek help, get information or clarify what is not understood.

Use details to describe familiar people, places, things or events with prompting and support.

Add drawings or other visual displays to supply additional detail to descriptions.

Speak with appropriate volume, enunciation, and rate to express thoughts, feelings, and ideas clearly.

Use frequently occurring nouns and verbs in speech.

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

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

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

Produce and expand complete sentences in shared language activities.

Use words and phrases acquired through conversations, reading, and read alouds.

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 ...).

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.

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.

Begins in third grade.

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

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

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

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

Begins in fourth grade.

Correctly form upper and lowercase letters with line awareness.

Use frequently occurring nouns and verbs in writing.

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

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

Produce and expand complete sentences in shared language activities.

Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a letter or letters for most consonant and short vowel sounds.

Spell simple words phonetically, drawing on knowledge of letter-sound relationships.

Begins in third grade.

Demonstrate book orientation knowledge.

Have an understanding of important reading terminology (e.g., word(s), letter(s), beginning of sentence, top of the page, bottom of the page).

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Distinguish long from short vowel sounds in spoken single-syllable words.

Orally produce single-syllable words by blending phonemes, including consonant blends in the initial and final position.

Isolate and produce initial, medial vowel and final phonemes in spoken single-syllable words.

Orally segment single-syllable words into their complete sequence of individual phonemes.

Know the phoneme-grapheme correspondences for common consonant digraphs (e.g., sh, ch, wh, th, gh).

Decode regularly spelled one-syllable words.

Know final -e and common vowel team patterns for representing long vowel sounds.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Use vowel patterns to decode two-syllable words by breaking the words into syllables.

Read words with inflectional endings (e.g., makes, walked, ended, played, going).

Recognize and read grade-appropriate words, including compound words.

Decode hard and soft c and g.

Reads vowel-r combinations in single-syllable words (e.g., ar, er, ir or ur).

Recognize diphthongs in single-syllable words.

Read text with purpose and understanding.

Read text orally with accuracy, prosody, and appropriate rate.

Use the Four-Part Processing model for Word Recognition to affirm or self-correct to increase accuracy in fluent reading.

Ask and answer questions about key details in a text.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by illustrations or other graphics and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).

Begins in second grade.

Use sentence-level context (definition and synonym) to determine the meaning of a word.

Use affixes to determine the meaning of a word or phrase.

Identify root words (e.g., look) and their inflectional endings (e.g., looks, looked, looking).

Sort words into categories to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes.

Identify real-life connections between words and their uses.

Distinguish shades of meaning among verbs differing in manner by defining or choosing them or by acting out the meanings.

With prompting and support, read and comprehend high quality informational text of appropriate quantitative and qualitative complexity for first grade.

Ask and answer questions about key details in a text.

Retell stories, including key details, and demonstrate understanding of the lesson or central message (main idea).

Describe character, settings and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting or events.

Not applicable for literature.

Compare and contrast the adventures and experiences of characters in stories.

Begins in second grade.

Use sentence-level context (definition and synonym) as a clue to the meaning of a word.

Use frequently-occurring affixes as a clue to the meaning of a word or phrase.

Identify frequently-occurring base words (e.g., look) and their inflectional endings (e.g., looks, looked, looking).

Use comparative and superlative adjectives (-er, -est).

Sort words into categories to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes.

Identify real-life connections between words and their uses.

Distinguish shades of meaning among verbs differing in manner by defining or choosing them or by acting out the meanings.

With prompting and support, read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for first grade.

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Ask and answer questions about key details in a text read aloud, information presented orally or through media.

Ask and answer questions about what a speaker says to gather additional information or clarify what is not understood.

Use relevant details to describe people, places, things and events, expressing ideas and feelings clearly.

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.

Produce complete sentences with appropriate volume, enunciation and rate.

Use common, proper and possessive nouns when speaking.

Use singular and plural nouns with matching verbs in basic sentences when speaking.

Use personal, possessive, and indefinite pronouns when speaking.

Use verbs to convey a sense of past, present and future when speaking.

Use frequently-occurring adjectives, conjunctions, articles and prepositions when speaking.

Orally produce and expand complete simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts.

Use words and phrases, including conjunctions, that have been acquired through conversations, reading and read alouds to signal simple relationships.

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.

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

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.

Begins in third grade.

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.

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

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).

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

Begins in fourth grade.

Correctly produce upper- and lowercase letters.

Use common, proper and possessive nouns when writing.

Use singular and plural nouns with matching verbs in basic sentences.

Use personal, possessive and indefinite pronouns (e.g., I, me, my).

Use verbs to convey a sense of past, present and future when writing.

Use frequently-occurring adjectives, conjunctions, articles and prepositions when writing.

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

Capitalize dates and names of people.

Use end punctuation for sentences.

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

Use conventional spelling for words with common spelling patterns (e.g., floss rule) and for frequently-occurring irregular words.

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

Begins in third grade.

Not applicable to second grade.

Not applicable to second grade.

Distinguish long and short vowels when reading regularly spelled one- syllable words.

Know correspondences for additional common vowel teams (e.g., steak).

Decode regularly spelled two-syllable words with long vowels.

Decode words with common prefixes and suffixes (e.g., redo, untie, fastest, taller).

Identify words with inconsistent but common spelling-sound correspondences (e.g., -ay, -igh).

Recognize and read grade-appropriate words.

Decode words with digraphs ph /f/, gh /f/, ch /k/, ch /sh/.

Apply the jobs of y when acting as a long vowel in one-syllable or multi-syllable word (e.g., crybaby) or a short i (e.g., gym, myth).

Read text with purpose and understanding.

Read text orally with accuracy, prosody, and appropriate rate.

Use the Four-Part Processing model for Word Recognition to affirm or self-correct to increase accuracy in fluent reading.

Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text.

Determine the meaning of words and phrases in a text relevant to a second grade topic or subject area.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain or describe.

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Describe how reasons support specific points the author makes in a text.

Compare and contrast the most important points presented by two texts on the same topic.

Compare formal and informal uses of English.

Use sentence-level context (definition and synonym) to determine the meaning of a word or phrase

Determine the meaning of the new word formed when a known prefix is added to a base word (e.g., happy/unhappy, do/redo).

Use a known root word the meaning of an unknown word with the same root (e.g., happy/unhappy, do/redo).

Use knowledge of the meaning of individual words to define the meaning of compound words (e.g., birdhouse).

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

Identify real-life connections between words and their use.

Distinguish shades of meaning among closely-related verbs and closely- related adjectives.

Read and comprehend informational text of appropriate quantitative and qualitative complexity for second grade.

Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

Recount stories, including fables and folktales from diverse cultures and determine their lesson, moral or central message.

Describe how characters in a story respond to major events and challenges.

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song.

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or plot.

Not applicable for literature.

Compare and contrast two or more versions of the same story by different authors or from different cultures.

Compare formal and informal uses of English.

Use sentence-level context (definition and synonym) as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, do/redo)

Use a known root word as a clue to the meaning of an unknown word with the same root.

Use knowledge of individual words to define a compound words (e.g., birdhouse).

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

Identify real-life connections between words and their use.

Distinguish shades of meaning among closely-related verbs and closely- related adjectives.

Read and comprehend high-quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for second grade.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Build on others' talk in conversations by linking their comments to the remarks of others.

Ask for clarification and further explanation as needed about the topics and texts under discussion.

Recount or describe key ideas or details from a text read aloud, information presented orally or through media.

Ask and answer questions about what a speaker says to clarify comprehension, gather additional information or deepen understanding of a topic or issue.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking with appropriate volume, enunciation and rate in coherent sentences.

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings.

Produce complete sentences when appropriate to task and situation, including requested detail or clarification and proper usage of English grammar.

Use collective nouns when speaking.

Form and use frequently-occurring irregular plural nouns (e.g., teeth).

Use reflexive pronouns (e.g., ourselves).

Form and use past tense of frequently-occurring irregular verbs (e.g., hid)

Use context-appropriate adjectives and adverbs.

Produce complete simple and compound sentences.

Use phrases and words, including adjective and adverbs to describe, which have been acquired through conversations, reading, read alouds and text responses.

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.

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

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.

Begins in third grade.

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

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

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).

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

Begins in fourth grade.

Use collective nouns when writing.

Form and use frequently-occurring irregular plural nouns (e.g., feet)

Use reflexive pronouns (e.g., myself)

Form and use past tense of frequently-occurring irregular verbs (e.g., told).

Use adjectives and adverbs and choose between them depending on what is to be modified.

Produce, expand and rearrange complete simple and compound sentences.

Capitalize holidays, product names and geographic names.

Use commas in greetings and closings of letters.

Use an apostrophe to form contractions and frequently-occurring possessives.

Generalize learned spelling patterns when writing words, including compound words, the doubling rule, and e-drop rule.

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

Begins in third grade.

Not applicable for third grade.

Not applicable for third grade.

Identify and know the meaning of the most common prefixes and derivational suffixes (e.g., infield, wonderful).

Decode words with common Latin suffixes (e.g., -able, -ation, -ible).

Decode multisyllabic words (e.g., six syllable types, compound words, inflectional endings, etc.).

Read grade-appropriate irregularly spelled words (e.g., gnome, climb, neighbor, etc.).

Read complex text with purpose and understanding.

Read complex prose and poetry orally with accuracy, prosody and appropriate rate.

Use the Four-Part Processing model for Word Recognition to affirm or self-correct to increase accuracy in fluent reading.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text, using language that pertains to time, sequence and cause/effect.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a third grade topic or subject area.

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Distinguish their own perspective (point of view) from that of the author of a text.

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why and how key events occur).

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Compare and contrast the most important points and key details presented in two texts on the same topic.

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

Use sentence-level context (antonym, examples, definition, synonym) to determine the meaning of a word or phrase.

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., happy/unhappy, do/redo).

Use a known root word to define the meaning of an unknown word with the same root (e.g., company, companion).

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

Distinguish the literal and figurative meanings of words and phrases in context.

Identify real-life connections between words and their uses.

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for third grade.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Recount stories, including fables, folktales, and myths from diverse cultures; determine the lesson, moral, or central message (main idea) and explain how it is conveyed through key details in the text.

Describe characters in a story (e.g., their traits, motivations or feelings) and explain how their actions contribute to the sequence of events.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections.

Distinguish their own perspective (point of view) from that of the narrator or those of the characters.

Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Not applicable for literature.

Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

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

Use sentence-level context (synonym, antonym, definition, examples) to comprehend the meaning of a word or phrase.

Determine the meaning of the new word formed when a known affix is added to a known word. (e.g., happy/unhappy, do/redo).

Use a known root word to apply to the meaning of an unknown word with the same root (e.g., company, companion).

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

Distinguish the literal and figurative meanings of words and phrases in context.

Identify real-life connections between words and their uses.

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Read and comprehend high-quality prose and poetry of appropriate quantitative and qualitative complexity for third grade.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask questions to check understanding of information presented, stay on topic and link their comments to the remarks of others.

Explain their ideas and understanding in light of the discussion.

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Report on a topic or text, tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Choose words and phrases for effect.

Experiment with nouns, pronouns, verbs, adjectives and adverbs when writing, making note of how each functions to create meaning.

Form and use regular and irregular plural nouns, abstract nouns and regular and irregular verbs.

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

Ensure subject-verb and pronoun-antecedent agreement when speaking.

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

Use coordinating and subordinating conjunctions.

Produce simple, compound and complex sentences.

Acquire and use accurately grade-appropriate conversational, general academic and domain- specific words and phrases, including those that signal spatial and temporal relationships.

Know the difference between fact and opinion

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

Provide reasons that support the opinion

Use transition words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

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

Develop the topic with facts, definitions and details.

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

Provide a concluding statement or section.