3rd Grade Writing Quiz
Practice Use Linking Words For Informative Writing in 3rd Grade Writing with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.
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Maya is writing about owl adaptations for hunting. She wrote: “Owls have sharp talons. Owls have strong beaks.” Which linking word could she add to the second sentence to show she is adding another adaptation in the same category?
This quiz focuses on Use Linking Words For Informative Writing, giving you a quick way to practice the rules, question types, and explanations that matter most for 3rd Grade Writing.
Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.
Maya is writing about owl adaptations for hunting. She wrote: “Owls have sharp talons. Owls have strong beaks.” Which linking word could she add to the second sentence to show she is adding another adaptation in the same category?
Explanation: 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 owl adaptations for hunting and needs to add another adaptation within the same category. The facts being connected are within the hunting adaptations category. Choice B is correct because it uses ALSO to add a related fact within the same category. For example, ALSO connects sharp talons (one hunting adaptation) to strong beaks (another hunting adaptation), showing both help owls hunt. 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, which would incorrectly suggest causation between adaptations. 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 showing ALSO is perfect for adding related facts in same category. Model connecting: 'Owls have sharp talons' + 'Owls have strong beaks' → 'Owls have sharp talons. Owls ALSO have strong beaks.' Teach 'within category': all facts about hunting adaptations connected with also/another/and. Watch for: Using opinion words (because) in informative writing. Praise: 'You used ALSO to add another hunting adaptation!'
Sofia is writing an informative paragraph about butterfly and moth activity times. These facts are in the same category: when the insects are active. Which word should Sofia use to show contrast?
"Butterflies fly during the day, moths fly at night."
Explanation: 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 butterfly and moth activity times and showing contrast between related facts within the when the insects are active category. Choice C is correct because it uses BUT to show contrast within the same category. For example, it connects butterflies' daytime activity to moths' nighttime activity, highlighting the difference in their active times. Choice A uses wrong relationship (also when should contrast), making the facts seem similar instead of different. This is common when students use 'also' when facts don't match, or think facts don't need connecting words; 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: Provide sentence frames: ' has . ALSO, .' 'One is . ANOTHER is .' ' is , BUT is .' Watch for: Using opinion words (because) in informative writing. Forgetting linking words, leaving facts choppy. Using 'but' when facts don't contrast.
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."
Explanation: 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?
Explanation: 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 owl hunting features. She wants to add another related fact: “Owls have sharp talons. they have excellent night vision.” Which linking word fits best?
Explanation: 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 owl hunting features and wants to add another related fact. The facts being connected are within the owl hunting features category. Choice B is correct because it uses IN ADDITION to add a related fact formally. For example, IN ADDITION connects the sharp talons feature to the excellent night vision feature, showing both help owls hunt. This helps readers follow the information and see how the facts relate to each other. Choice A uses opinion linking word (therefore) instead of informative, suggesting cause-effect rather than adding facts. This is common when students confuse opinion linking words with informative linking words. This happens because students may not know IN ADDITION is a more formal way to add information like ALSO. 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 formal additions: IN ADDITION adds formally like ALSO. Practice with informative topics: give facts from same category, have students connect with IN ADDITION. Model connecting: 'Owls have sharp talons' + 'They have excellent night vision' → 'Owls have sharp talons. IN ADDITION, they have excellent night vision.' Teach 'within category': all facts about hunting features connected with also/another/in addition. Watch for: Using opinion words (therefore) in informative writing. Praise: 'You used IN ADDITION to formally connect hunting features!'
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."
Explanation: 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.
Amir is writing about birds and is focusing on the same category: how they move. Which linking word should he use to show contrast between two facts in this category?
"Most birds can fly, penguins cannot fly."
Explanation: 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, Amir is writing informative text about birds and showing contrast between two facts within the movement category. The facts being connected are within the bird movement category. Choice C is correct because it uses BUT to show contrast within the same category. For example, BUT contrasts the fact that most birds can fly with the fact that penguins cannot fly, showing a difference while staying in the movement category. This helps readers follow the information and see how the facts relate to each other. Choices A, B, and D all use addition words (also, and, more) when the relationship is contrast not addition. This is common when students only know addition linking words and haven't learned contrast words. This happens because students may think all linking words add information and don't realize BUT shows difference within a category. To help students use informative linking words: Teach adding vs contrasting: ALSO/ANOTHER/AND add related facts, BUT shows contrast. Model contrasting: 'Most birds fly, BUT penguins cannot fly.' Provide sentence frames: ' is , BUT is .' Practice identifying when facts contrast (opposite/different) vs when they add (similar/more). Show that BUT still connects facts in same category, just shows they're different.
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?
Explanation: 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?
Explanation: 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."
Explanation: 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 .'
Carlos is writing about volcano facts in the same category: what volcanoes release. Which sentence uses a linking word correctly to add a detail?
Explanation: 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.
Yuki wrote choppy facts about octopus defenses (same category). She wants to connect them with a linking word that adds information. Which revision is best?
Original: "An octopus can change color. It can squirt ink."
Explanation: 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, Yuki is writing informative text about octopus defenses and connecting facts within the defenses category. Choice B is correct because it uses ALSO to add a related fact within the same category. For example, it connects changing color to squirting ink, both as defense mechanisms. 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. Watch for: Using opinion words (because) in informative writing. Forgetting linking words, leaving facts choppy.
Marcus is writing an informative paragraph about dolphins. He is listing facts in the same category: how dolphins breathe. Which linking word fits best to add a related fact?
"Dolphins breathe air at the surface. They use a blowhole, ."
Explanation: 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, Marcus is writing informative text about dolphins and connecting facts within the how dolphins breathe category. Choice A is correct because it uses TOO to add a related fact within the same category. For example, it connects breathing air at the surface to using a blowhole, adding detail at the end of the sentence. Choice C uses an opinion linking word (since) instead of informative, implying a reason. 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: 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 .' Praise: 'You used ALSO to connect related facts in the habitat category!'
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?
Explanation: 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!'
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."
Explanation: 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.
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."
Explanation: 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.
Yuki is writing an informative paragraph about rocks. She is grouping facts in the same category: features of igneous rocks. Which sentence best uses a linking word to connect the facts?
Explanation: 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, Yuki is writing informative text about rocks and connecting facts within the features of igneous rocks category. Choice A is correct because it uses ALSO to add a related fact within the same category. For example, it connects forming from melted rock to having tiny crystals, showing both as features. Choice B uses an opinion linking word (therefore) instead of informative, implying a conclusion. 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. Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.' Compare choppy vs connected reading aloud.
Keisha is writing about bird beak types (same category). She wants to show contrast: “Eagles have hooked beaks, ducks have flat beaks.” Which linking word fits best?
Explanation: 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 bird beak types and wants to show contrast between different beaks. The facts being connected are within the bird beak types category. Choice C is correct because it uses BUT to show contrast within the same category. For example, BUT highlights the difference between eagle beaks (hooked) and duck beaks (flat), both facts about beak types. This helps readers follow the information and see how the facts contrast within the category. Choice D uses opinion linking word (therefore) instead of informative, suggesting cause-effect rather than contrast. This is common when students don't recognize when facts contrast within a category. This happens because students may not understand that BUT shows differences between related facts in the same category. 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 contrasting facts from same category, have students connect with BUT. Model connecting: 'Eagles have hooked beaks' + 'Ducks have flat beaks' → 'Eagles have hooked beaks, BUT ducks have flat beaks.' Provide sentence frames: ' is , BUT is .' Watch for: Using opinion words (therefore) when showing contrast. Using 'but' when facts don't contrast. Praise: 'You used BUT to show the difference between beak types!'
Jamal is writing about rainforest layers. He wrote: “The canopy is the top layer. layer is the understory.” Which linking word fits best to add another layer within the same category?
Explanation: 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 needs to add another layer within the same 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 C uses opinion linking word (because) instead of informative, which would incorrectly suggest causation between layers. This is common when students confuse opinion linking words with informative linking words. This happens because students may not understand that facts within a category need to flow together with connections that show addition, not causation. To help students use informative linking words: Create anchor chart showing ANOTHER is perfect for listing items in a category. 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: 'One is . ANOTHER is .' Watch for: Using opinion words (because) in informative writing. Praise: 'You used ANOTHER to add the next layer in your rainforest category!'
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."
Explanation: 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.