3rd Grade Writing Quiz: Use Linking Words For Informative Writing

What this quiz covers

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.

How to use this quiz

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.

Question 1

1. also
2. and
3. but (correct answer)
4. more

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.

Question 2

1. In winter, it is very cold. In addition, it is windy. (correct answer)
2. In winter, it is very cold. But it is windy.
3. In winter, it is very cold. First, it is windy.
4. In winter, it is very cold. Because 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.

Question 3

1. also
2. and
3. but (correct answer)
4. more

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.

Question 4

1. Volcanoes release hot lava. Also, they release ash and gas. (correct answer)
2. Volcanoes release hot lava. But they release ash and gas.
3. Volcanoes release hot lava. Since they release ash and gas.
4. Volcanoes release hot lava. Then they release ash and gas.

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.

Question 5

1. An octopus can change color, but it can squirt ink.
2. An octopus can change color. Also, it can squirt ink. (correct answer)
3. An octopus can change color because it can squirt ink.
4. An octopus can change color. First, 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.

Question 6

1. too (correct answer)
2. but
3. since
4. next

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!'

Question 7

1. Sharks have fins, but sharks have gills.
2. Sharks have fins and gills. (correct answer)
3. Sharks have fins because sharks have gills.
4. Sharks have fins. Next, 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.

Question 8

1. Igneous rocks form from melted rock. Also, they can have tiny crystals. (correct answer)
2. Igneous rocks form from melted rock. Therefore, they can have tiny crystals.
3. Igneous rocks form from melted rock. First, they can have tiny crystals.
4. Igneous rocks form from melted rock. They can have tiny crystals.

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.

Question 9

1. Polar bears have thick fur. In addition, they have a layer of blubber. (correct answer)
2. Polar bears have thick fur. Therefore, they live in the Arctic.
3. Polar bears have thick fur. Next, they hunt seals.
4. Polar bears have thick fur. They live near the ocean.

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 polar bear adaptations and connecting facts within the adaptations category. Choice A is correct because it uses IN ADDITION to add a related fact within the same category. For example, it connects thick fur to blubber as both adaptations for cold survival. 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. Model connecting: 'Penguins have flippers' + 'They have waterproof feathers' → 'Penguins have flippers. ALSO, they have waterproof feathers.' Teach 'within category': all facts about habitat connected with also/another/and, all facts about diet connected, etc.

Question 10

1. too (correct answer)
2. because
3. but
4. next

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 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.

Question 11

1. Cactuses store water in their stems. Also, they have spines instead of leaves. (correct answer)
2. Cactuses store water in their stems. Because they live in deserts.
3. Cactuses store water in their stems. Next, they have spines instead of leaves.
4. Cactuses store water in their stems. They have spines instead of leaves.

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, Chen is writing informative text about a cactus and connecting facts within the cactus adaptations to dry places category. Choice A is correct because it uses ALSO to add a related fact within the same category. For example, it connects storing water in stems to having spines instead of leaves, showing both are adaptations to dry environments. Choice B uses an opinion linking word (because) instead of informative, turning the fact into a reason explanation. 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. Practice with informative topics: give facts from same category, have students connect with linking words. Compare choppy vs connected reading aloud.

Question 12

1. Next
2. Also (correct answer)
3. Because
4. But

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 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.'

Question 13

1. Because
2. Also (correct answer)
3. Next
4. But

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, 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!'

Question 14

1. too (correct answer)
2. because
3. first
4. but

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, Marcus is writing informative text about shark features and wants to add extra detail about their sense of smell at the end of a sentence. The facts being connected are within the shark features category. Choice A is correct because it uses TOO to add a related fact at the end. For example, TOO emphasizes the impressive distance sharks can smell blood, adding detail to the first fact about their ability to smell blood. 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, while Choice C uses sequence word inappropriately. This is common when students don't know TOO can add information at sentence ends. This happens because students may not understand that TOO is specifically used to add related information at the end of sentences. 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 TOO for end additions: 'They can smell it from miles away, TOO.' Practice with informative topics: give facts, have students add detail with TOO at end. Model connecting: 'Sharks can smell blood' + 'from miles away' → 'Sharks can smell blood in the water. They can smell it from miles away, TOO.' Provide sentence frames: ' .  , TOO.' Watch for: Using opinion words (because) or sequence words (first) inappropriately. Praise: 'You used TOO to add an impressive detail at the end!'

Question 15

1. Since
2. Another (correct answer)
3. Then
4. But

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 cactus survival adaptations and listing facts within the adaptations category. The facts being connected are within the cactus adaptations category. Choice B is correct because it uses ANOTHER to add the next adaptation in the category. For example, ANOTHER introduces sharp spines as an additional adaptation after mentioning water storage. This helps readers follow the information and see how the facts relate to each other. Choice A uses opinion linking word (since) showing cause instead of adding facts, Choice C uses sequence word (then) suggesting time order rather than listing adaptations, and Choice D uses contrast word (but) when adding not contrasting. This is common when students confuse different types of linking words or think adaptations happen in sequence. This happens because students may not understand that listing items in a category requires addition words like 'another' not time or cause words. To help students use informative linking words: Create anchor chart showing ANOTHER is perfect for listing items in same category. Practice with adaptation topics: 'A cactus stores water. ANOTHER adaptation is spines.' Teach that ANOTHER works like a numbered list without numbers. Watch for: Using sequence words (then, next) when listing category items not steps.

Question 16

1. TOO (correct answer)
2. BUT
3. NEXT
4. SINCE

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, Marcus is writing informative text about volcano parts and wants to add one more part at the end of his list. The facts being connected are within the volcano parts category. Choice A is correct because it uses TOO to add information at the end of a list within the same category. For example, TOO adds crater as another volcano part after already mentioning the vent, and its position at the end makes the sentence flow naturally. This helps readers follow the information and see how the facts relate to each other. Choice D uses opinion linking word (since) instead of informative, which would incorrectly suggest causation between parts. This is common when students confuse opinion linking words with informative linking words or don't know TOO can add information at sentence end. This happens because students may not realize TOO is an informative linking word perfect for adding final items. To help students use informative linking words: Teach TOO for adding information at the end: 'It has a vent. It has a crater, too.' Compare with other positions: ALSO goes in middle, TOO goes at end. Practice with informative topics: list two items, then add third with TOO. Provide sentence frames: 'It has  . It has  , too.' Watch for: Using opinion words (since) or sequence words (next) inappropriately. Praise: 'You used TOO perfectly to add the last volcano part!'

Question 17

1. Turtles have shells. ALSO, they have scaly skin. (correct answer)
2. Turtles have shells. BECAUSE they have scaly skin.
3. Turtles have shells. THEN they have scaly skin.
4. Turtles have shells. BUT they have scaly skin.

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 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!'

Question 18

1. also
2. and
3. but (correct answer)
4. since

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, Chen is writing informative text about butterfly and moth activity and showing contrast between related facts within the activity category. Choice C is correct because it uses BUT to show contrast within the same category. For example, it connects daytime activity of butterflies to nighttime activity of moths, highlighting the difference in when they are active. Choice D uses opinion linking word (since) 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  .'

Question 19

1. The moon has craters. Also, the moon has plains called maria. (correct answer)
2. The moon has craters. But, the moon has plains called maria.
3. The moon has craters. Because the moon has plains called maria.
4. The moon has craters. First, the moon has plains called maria.

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, Keisha is writing informative text about the moon and connecting facts within the what the moon is like category. Choice A is correct because it uses ALSO to add a related fact within the same category. For example, it connects having craters to having plains called maria, showing both as surface features. Choice C uses an opinion linking word (because) instead of informative, implying one feature 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: 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  .' Praise: 'You used ALSO to connect related facts in the habitat category!'

Question 20

1. also
2. and
3. but (correct answer)
4. because

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, Keisha is writing informative text about penguin adaptations and showing contrast between related facts within the adaptations category. Choice C is correct because it uses BUT to show contrast within the same category. For example, it connects being birds to not flying, highlighting an unexpected difference in bird adaptations. Choice D 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 'but' when facts don't contrast. Overusing 'and' repeatedly. Praise: 'You used ALSO to connect related facts in the habitat category!'