Use Linking Words for Informative Writing - 3rd Grade Writing

Yuki is writing about the moon and is listing facts within the same category: surface features. Which linking word best adds another surface fact? "The moon has many craters. It has mountains, ___."
Answer: too This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Yuki is writing informative text about the moon and listing facts within the surface features category. The facts being connected are within the moon's surface features category. Choice A is correct because it uses TOO to add another surface fact at the end of the sentence. For example, TOO adds mountains to the list of surface features after craters, showing both are features on the moon's surface. This helps readers follow the information and see how the facts relate to each other. Choice B uses opinion linking word (because) suggesting cause, Choice C uses contrast word (but) when adding not contrasting, and Choice D uses sequence word (next) for non-sequential features. This is common when students don't know TOO can add information at sentence end or confuse different linking word purposes. This happens because students may not realize TOO works like ALSO but goes at the end of sentences. To help students use informative linking words: Teach TOO as end-of-sentence addition word: 'It has mountains, too.' Compare TOO placement with ALSO placement. Practice: 'The moon has craters. It has mountains, too.' Show TOO adds just like ALSO but sounds more natural at sentence end. Watch for: Forcing wrong linking words when TOO fits perfectly at sentence end.
Keisha is writing about butterfly and moth activity times. She wants to show contrast within the same category: "Butterflies are active during the day. ____ moths are active at night." Which linking word best fits?
Answer: BUT This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Keisha is writing informative text about butterfly and moth activity times and wants to show contrast within the same category. The facts being connected are within the activity times category. Choice C is correct because it uses BUT to show contrast within the same category. For example, BUT highlights the difference between butterflies being active during day versus moths being active at night, contrasting their activity times. This helps readers follow the information and see how the facts relate to each other through contrast. Choices A and B would add information rather than show the needed contrast between opposing activity patterns. This is common when students don't recognize when facts within a category contrast rather than simply add to each other. This happens because students may default to addition linking words without considering the contrasting relationship between facts. To help students use informative linking words: Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Model contrasting: 'Butterflies active in day' + 'Moths active at night' → 'Butterflies are active during the day, BUT moths are active at night.' Use highlighting: highlight contrasting facts in different colors. Provide sentence frames: '___ are ___, BUT ___ are ___.' Praise: 'You recognized these activity times contrast and used BUT correctly!'
Emma is writing an informative paragraph about penguins. She is listing facts in the same category: penguin adaptations for swimming. Which linking word best helps Emma add another related fact? "Penguins have flippers for swimming. ___ their feathers are waterproof."
Answer: Also, This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Emma is writing informative text about penguins and connecting facts within the adaptations for swimming category. Choice B is correct because it uses ALSO to add a related fact within the same category. For example, it connects the fact about flippers to the fact about waterproof feathers, showing both are adaptations for swimming. Choice C uses an opinion linking word (because) instead of an informative one, making the writing sound like it's giving reasons rather than listing facts. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another); this happens because students may not distinguish between different types of writing and their appropriate linking words. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Practice with informative topics: give facts from same category, have students connect with linking words.
Amir is writing an informative paragraph about shark body parts. He wants to connect two related facts in the same sentence. Which revision uses a linking word correctly? Original: "Sharks have fins. Sharks have gills."
Answer: Sharks have fins and gills. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Amir is writing informative text about shark body parts and connecting facts within the body parts category. Choice B is correct because it uses AND to connect facts within the same category. For example, it combines fins and gills as related body parts in one smooth sentence. Choice C uses opinion linking word (because) instead of informative. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another). This happens because students may not distinguish between different types of writing and their appropriate linking words, or may not understand that facts within a category need to flow together with connections. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.' Compare choppy vs connected reading aloud.
Emma is writing an informative paragraph about penguin adaptations (features that help them survive). Which linking word best connects these related facts within the adaptations category? "Penguins have flippers for swimming. ___ their feathers are waterproof."
Answer: Also This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Emma is writing informative text about penguin adaptations and connecting facts within the adaptations category. Choice B is correct because it uses ALSO to add a related fact within the same category. For example, it connects the fact about flippers to the fact about feathers, both being adaptations for survival in water. Choice C uses opinion linking word (because) instead of informative. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another). This happens because students may not distinguish between different types of writing and their appropriate linking words, or may not understand that facts within a category need to flow together with connections. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Practice with informative topics: give facts from same category, have students connect with linking words. Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.'
Carlos is writing an informative paragraph about bee body parts. He wants to add a related fact at the end of the sentence. Which choice uses a linking word correctly?
Answer: Bees have wings. They have antennae, too. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Carlos is writing informative text about bee body parts and connecting facts within the body parts category. Choice B is correct because it uses TOO to add a related fact at the end within the same category. For example, it connects wings to antennae as additional body parts. Choice C uses opinion linking word (therefore) instead of informative. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another). This happens because students may not distinguish between different types of writing and their appropriate linking words, or may not understand that facts within a category need to flow together with connections. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Use highlighting: highlight all facts in a category, then add linking words to connect them. Provide sentence frames: '___ has ___. ALSO, ___.' 'One ___ is ___. ANOTHER ___ is ___.' '___ is ___, BUT ___ is ___.'
Chen is writing about a whale's body parts. Which sentence uses a linking word to connect related facts within that same category?
Answer: Whales have fins. IN ADDITION, they have a tail fluke. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Chen is writing informative text about whale body parts and needs to connect facts within that category. The facts being connected are within the body parts category. Choice C is correct because it uses IN ADDITION to add a related fact within the same category. For example, IN ADDITION connects fins (one body part) to tail fluke (another body part), showing both are parts of the whale's body. This helps readers follow the information and see how the facts relate to each other. Choice D uses opinion linking word (because) instead of informative, incorrectly suggesting causation rather than simply listing body parts. This is common when students confuse opinion linking words with informative linking words. This happens because students may not distinguish between different types of writing and their appropriate linking words. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example). Teach 'within category': all facts about body parts connected with also/another/and/in addition. Model connecting: 'Whales have fins' + 'They have a tail fluke' → 'Whales have fins. IN ADDITION, they have a tail fluke.' Watch for: Using opinion words (because) in informative writing. Praise: 'You used IN ADDITION to connect body parts in the same category!'
Amir is writing an informative paragraph about frogs. He is listing facts in the same category: frog life cycle stages. Which linking word best adds another stage? "One stage is a tadpole. ___ stage is an adult frog."
Answer: Another This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Amir is writing informative text about frogs and connecting facts within the frog life cycle stages category. Choice A is correct because it uses ANOTHER to add a related fact within the same category. For example, it connects the tadpole stage to the adult frog stage, listing them as parts of the life cycle. Choice B uses an opinion linking word (because) instead of informative, making it seem like one stage causes the other. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another); this happens because students may not distinguish between different types of writing and their appropriate linking words. To help students use informative linking words: Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.' Provide sentence frames: '___ has ___. ALSO, ___.' 'One ___ is ___. ANOTHER ___ is ___.' '___ is ___, BUT ___ is ___.'
Maya is writing an informative paragraph about the Arctic. She is grouping facts in the same category: Arctic weather. Which revision best connects the facts using a linking word for adding? "In winter, it is very cold. It is windy."
Answer: In winter, it is very cold. In addition, it is windy. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Maya is writing informative text about the Arctic and connecting facts within the Arctic weather category. Choice A is correct because it uses IN ADDITION to add a related fact within the same category. For example, it connects the cold temperature to windiness, showing both as weather features. Choice D uses an opinion linking word (because) instead of informative, implying causation instead of addition. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another); this happens because students may not distinguish between different types of writing and their appropriate linking words. To help students use informative linking words: Use highlighting: highlight all facts in a category, then add linking words to connect them. Teach 'within category': all facts about habitat connected with also/another/and, all facts about diet connected, etc. Watch for: Using opinion words (because) in informative writing. Forgetting linking words, leaving facts choppy.
Jamal is writing an informative paragraph about rainforest layers. These facts are in the same category: layers of the rainforest. Which revision adds a linking word to connect the facts? "The canopy is the top layer. The understory is below it."
Answer: The canopy is the top layer. Another layer is the understory below it. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Jamal is writing informative text about rainforest layers and connecting facts within the layers of the rainforest category. Choice A is correct because it uses ANOTHER to add a related fact within the same category. For example, it connects the fact about the canopy to the understory, showing both are layers in the rainforest. Choice B uses an opinion linking word (because) instead of informative, making it sound like explaining a reason instead of adding information. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another); this happens because students may not distinguish between different types of writing and their appropriate linking words. To help students use informative linking words: Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.' Use highlighting: highlight all facts in a category, then add linking words to connect them. Teach 'within category': all facts about habitat connected with also/another/and, all facts about diet connected, etc.
Chen is writing about camel adaptations for the desert. Which sentence uses a linking word to connect related facts within this category?
Answer: Camels store fat in their humps. Also, they can go days without water. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Chen is writing informative text about camel adaptations and needs to connect facts within the adaptations category. The facts being connected are within the camel adaptations category. Choice A is correct because it uses ALSO to add a related fact within the same category. For example, ALSO connects the hump adaptation to the water conservation adaptation, showing both help camels survive in the desert. This helps readers follow the information and see how the facts relate to each other. Choice D has no linking word making writing choppy, while Choice B incorrectly uses opinion linking word (because). This is common when students think facts don't need connecting words or confuse writing types. This happens because students may not understand that facts within a category need to flow together with connections. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Compare choppy vs connected reading aloud. Practice with informative topics: give facts from same category, have students connect with linking words. Model connecting: 'Camels store fat in their humps' + 'They can go days without water' → 'Camels store fat in their humps. ALSO, they can go days without water.' Teach 'within category': all facts about adaptations connected with also/another/and. Watch for: Forgetting linking words, leaving facts choppy. Using opinion words (because) in informative writing. Praise: 'You used ALSO to connect related facts in the adaptations category!'
Yuki is writing about turtle body features. She wrote: "Turtles have shells. They have scaly skin." Which revision correctly adds a linking word to connect these related facts within the same category?
Answer: Turtles have shells. ALSO, they have scaly skin. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Yuki is writing informative text about turtle body features and needs to connect facts within that category. The facts being connected are within the body features category. Choice A is correct because it uses ALSO to add a related fact within the same category. For example, ALSO connects shells (one body feature) to scaly skin (another body feature), showing both are physical characteristics of turtles. This helps readers follow the information and see how the facts relate to each other. Choice B uses opinion linking word (because) instead of informative, incorrectly suggesting one feature causes the other rather than simply listing features. This is common when students confuse opinion linking words with informative linking words. This happens because students may not distinguish between different types of writing and their appropriate linking words. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and) vs OPINION Linking Words (because, therefore). Model connecting: 'Turtles have shells' + 'They have scaly skin' → 'Turtles have shells. ALSO, they have scaly skin.' Teach 'within category': all facts about body features connected with also/another/and. Watch for: Using opinion words (because) or contrast words (but) when simply adding features. Praise: 'You used ALSO to connect body features in the same category!'
Carlos is writing about volcano facts in the same category: what volcanoes release. Which sentence uses a linking word correctly to add a detail?
Answer: Volcanoes release hot lava. Also, they release ash and gas. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Carlos is writing informative text about volcanoes and adding details within the category of what volcanoes release. The facts being connected are within the volcano releases category. Choice A is correct because it uses ALSO to add related facts within the same category. For example, ALSO connects releasing lava to releasing ash and gas, showing all are things volcanoes release. This helps readers follow the information and see how the facts relate to each other. Choice B uses contrast word (but) inappropriately when both are additions, Choice C uses opinion linking word (since) creating incomplete sentence, and Choice D uses sequence word (then) suggesting time order rather than listing releases. This is common when students think volcano facts must show sequence or use wrong linking words. This happens because students may confuse the eruption process sequence with simply listing what volcanoes release. To help students use informative linking words: Clarify listing releases (use ALSO) vs describing eruption sequence (use THEN). Model: 'Volcanoes release lava. ALSO, they release ash.' Teach within-category connections for listing multiple items. Watch for: Using sequence words when listing items in category, not describing a process.
Jamal is writing informative sentences about the layers of a rainforest. He wants to add another layer in the same category. Which word fits best? "One layer is the canopy. ___ layer is the understory."
Answer: Another This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Jamal is writing informative text about layers of a rainforest and connecting facts within the layers category. Choice A is correct because it uses ANOTHER to add the next item in the category. For example, it connects the canopy as one layer to the understory as another layer in the same rainforest structure category. Choice B uses opinion linking word (therefore) instead of informative. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another). This happens because students may not distinguish between different types of writing and their appropriate linking words, or may not understand that facts within a category need to flow together with connections. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Practice with informative topics: give facts from same category, have students connect with linking words. Use sentence frames: '___ has ___. ALSO, ___.' 'One ___ is ___. ANOTHER ___ is ___.' '___ is ___, BUT ___ is ___.'
Sofia is writing an informative paragraph about camel adaptations. Which sentence uses a linking word to connect facts within the same category (adaptations)?
Answer: Camels have long eyelashes. Also, they can close their nostrils. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Sofia is writing informative text about camel adaptations and connecting facts within the adaptations category. Choice B is correct because it uses ALSO to add a related fact within the same category. For example, it connects long eyelashes to closing nostrils, both being adaptations for desert sand protection. Choice C uses opinion linking word (because) instead of informative. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another). This happens because students may not distinguish between different types of writing and their appropriate linking words, or may not understand that facts within a category need to flow together with connections. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.' Use highlighting: highlight all facts in a category, then add linking words to connect them.
Emma is writing an informative paragraph about penguin adaptations (special features). She wants to connect two related facts in the same category: "Penguins have flippers for swimming. ___ their feathers are waterproof." Which linking word fits best to add a related fact?
Answer: Also This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Emma is writing informative text about penguin adaptations and needs to connect two facts within the adaptations category. The facts being connected are within the penguin adaptations category. Choice B is correct because it uses ALSO to add a related fact within the same category. For example, ALSO connects the flipper adaptation to the waterproof feather adaptation, showing both are special features that help penguins. This helps readers follow the information and see how the facts relate to each other. Choice A uses opinion linking word (because) instead of informative, making it seem like one fact causes the other rather than both being adaptations. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another). This happens because students may not distinguish between different types of writing and their appropriate linking words. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Practice with informative topics: give facts from same category, have students connect with linking words. Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.' Watch for: Using opinion words (because) in informative writing. Praise: 'You used ALSO to connect related facts in the adaptations category!'
Maya is writing informative sentences about tornado facts (same category). She wants to add extra information about wind speed. Which linking word fits best? "Some tornadoes have winds over 100 miles per hour. They can have ___ than 200 miles per hour."
Answer: more This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. They help informative writing flow smoothly and show relationships between facts in same category. In this scenario, Maya is writing informative text about tornado facts and connecting facts within the tornado facts category. Choice A is correct because it uses MORE to add additional detail within the same category. For example, it connects winds over 100 mph to the possibility of more than 200 mph, building on the wind speed fact. Choice C uses opinion linking word (therefore) instead of informative. This is common when students confuse opinion linking words (because, therefore) with informative linking words (also, another). This happens because students may not distinguish between different types of writing and their appropriate linking words, or may not understand that facts within a category need to flow together with connections. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Practice with informative topics: give facts from same category, have students connect with linking words. Provide sentence frames: '___ has ___. ALSO, ___.' 'One ___ is ___. ANOTHER ___ is ___.' '___ is ___, BUT ___ is ___.'
Maya is writing about the appearance of zebras. She wants to connect two related facts within the appearance category. Which sentence uses a linking word correctly?
Answer: Zebras have black stripes and white stripes. This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Maya is writing informative text about zebra appearance and connecting two related facts within the appearance category. The facts being connected are within the zebra appearance category. Choice A is correct because it uses AND to connect facts that go together naturally. For example, AND joins black stripes with white stripes as two parts of the zebra's striped pattern. This helps readers follow the information and see how the facts relate to each other. Choice B uses opinion linking word (because) inappropriately suggesting cause, Choice C uses sequence word (next) suggesting order which doesn't make sense for simultaneous features, and Choice D is a fragment missing connection. This is common when students try to force wrong linking words or create fragments. This happens because students may not understand that AND is perfect for connecting two parts of one whole or complementary facts. To help students use informative linking words: Teach that AND connects facts that naturally go together: 'black AND white,' 'hot AND cold.' Model: 'Zebras have black stripes AND white stripes.' Show how AND makes one complete thought from two related parts. Watch for: Using cause words (because) or sequence words (next) when facts are simultaneous parts of a whole.
Carlos is writing about dolphin body features. Which linking word best connects these facts by adding information: "Dolphins have smooth skin. ___ they have a fin on their back."
Answer: Also This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Carlos is writing informative text about dolphin body features and needs to connect facts by adding information. The facts being connected are within the dolphin body features category. Choice A is correct because it uses ALSO to add a related fact within the same category. For example, ALSO connects the smooth skin feature to the dorsal fin feature, showing both are body features of dolphins. This helps readers follow the information and see how the facts relate to each other. Choice C uses opinion linking word (since) instead of informative, while Choice D uses sequence word inappropriately for body features. This is common when students confuse different types of linking words. This happens because students may not understand that body features aren't sequential and need informative linking words to connect. To help students use informative linking words: Create anchor chart: INFORMATIVE Linking Words (also, another, and, more, but, too, in addition) vs OPINION Linking Words (because, therefore, since, for example) — use correct type for writing type. Practice with informative topics: give facts from same category, have students connect with linking words. Model connecting: 'Dolphins have smooth skin' + 'They have a fin on their back' → 'Dolphins have smooth skin. ALSO, they have a fin on their back.' Use highlighting: highlight all facts in a category, then add linking words to connect them. Teach 'within category': all facts about body features connected with also/another/and. Watch for: Using opinion words (since) or sequence words (last) inappropriately. Praise: 'You used ALSO to connect body features smoothly!'
Jamal is writing about the layers of a rainforest. He is listing facts within the same category (layers). Which linking word fits best? "One layer is the canopy. ___ layer is the understory."
Answer: Another This question tests 3rd grade informative/explanatory writing skill of using linking words and phrases to connect ideas within categories of information (CCSS.W.3.2.c). Linking words in informative writing connect related facts within the same category or group. Key words for adding information: ALSO (adds related fact), ANOTHER (adds next item in category), AND (connects facts), MORE (adds additional detail), IN ADDITION (adds formally), TOO (adds at end). For contrasting: BUT (shows difference). These differ from opinion linking words (because, therefore, for example) which connect opinions to reasons; informative linking words connect facts to facts. In this scenario, Jamal is writing informative text about rainforest layers and listing facts within the layers category. The facts being connected are within the rainforest layers category. Choice A is correct because it uses ANOTHER to add the next item in the category. For example, ANOTHER introduces the understory as an additional layer after mentioning the canopy layer. This helps readers follow the information and see how the facts relate to each other. Choice B uses opinion linking word (because) instead of informative, Choice C uses contrast word (but) when adding not contrasting, and Choice D uses sequence word inappropriately for listing category items. This is common when students think facts need sequence words instead of category-connecting words. This happens because students may not understand that facts within a category need to flow together with connections that show they belong to the same group. To help students use informative linking words: Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Use highlighting: highlight all facts in a category, then add linking words to connect them. Provide sentence frames: 'One ___ is ___. ANOTHER ___ is ___.' Watch for: Using opinion words (because) in informative writing or using sequence words (first, next) when listing category items rather than steps.

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