Students will know Vocabulary: introduction opinion phrase clause facts details topic point of view conclusion transitional words text

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1 Fifth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential introduction, opinion, phrase, clause, facts, details, topic, point of view, conclusion, text, transitional words, explanatory, quotations, precise language, domain specific vocabulary, concrete details, narrative, sequence College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis in substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses. (e.g. consequently, specifically) d. Provide concluding statement or section related to the opinion presented. 5 th Grade Enduring Understandings write an opinion with supporting details/information. correctly use transition words in writing an opinion piece. provide a concluding statement related to their opinion introduction opinion phrase clause facts details topic point of view conclusion transitional words text that opinions are formed from information and/or facts. that informational texts can be used as references to support their opinions. that relevant evidence is necessary to support an opinion. that point of view makes a difference when stating an opinion. introduce their topic clearly. state their opinions supported by facts and details from the text in an organized structure. construct a conclusion. link opinions to reasons using specific signal words (i.e consequently, specifically, as a result).

2 College and Career Readiness Anchor Standard 2 for Writing: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. create an informative text by grouping related information in paragraphs and using effective transition words. use precise language and domain specific vocabulary in their writing. organize ideas, facts, and details to develop comprehension. utilize facts, details, quotations, and other information to develop their topic. construct a conclusion that is related to the information. explanatory concrete details quotations precise language domain specific vocabulary that grouping related information in paragraphs and sections provides a focus to the writing. that the elements of a nonfiction text helps convey information on the topic. that they can convey ideas through their writing. that precise language and domain specific vocabulary helps to explain topics. that transitions (including phrases and clauses) link information within and across categories. write an introduction explaining their focus. construct body paragraphs that develop the topic logically. use relevant facts, definitions, details, quotations, or other information/examples. utilize connecting and transition words to link information within and across categories. construct a concluding statement or section.

3 College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. construct a narrative with real or make believe events. support the narrative with dialogue and sequential events that show the characters reaction to a situation. formulate experiences and precise events with concrete words and sensory details. provide a conclusion that summarizes the written narrative. narrative sequence that it is important to orient the reader by introducing a narrator or characters. that narrative techniques, such as dialogue, pacing, and detailed descriptions help develop the events and show responses of the characters. that using a variety of transitional words, clauses, and phrases help to order the events. that concrete words, phrases, and sensory details enhance the characters experiences and the story events. that it is important to provide a conclusion that follows the experience or event. introduce a new character or situation either real or imaginary. develop a story following a logical sequence. use narrative techniques such as dialogue, pacing, description. utilize concrete words, phrases, and sensory details to enhance the narrative. provide a conclusion that summarizes the written narrative.

4 Fifth Grade Writing : Production and Distribution of Writing Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential coherent, revising, editing, publish, collaborate College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above.) 5 th Grade Enduring Understandings have multiple writing experiences. coherent that writing can have different purposes. that different types of writing have different organizational structures. that task and purpose are reflected in organization and development of a topic. write for a specific purpose. choose a structure appropriate to the task and grade level expectation. College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.) have multiple writing experiences. respond to suggestions from adults and peers to strengthen writing. revising editing that writing is a process; their first draft is not their final draft. that planning develops and strengthens their writing. that writing is improved through revision and plan a piece of writing using varied techniques and strategies (story frame, graphic organizer, story map, etc.). recognize spelling, grammar, and punctuation

5 use grade level conventions. editing. that writing is a tool for communication so it must be understandable to the reader. that collaboration enriches writing. errors and having strategies to correct them (conferences, check sheets, and peer editing) using grade level conventions. evaluate for task and purpose. analyze and strengthen their writing using various strategies (rubrics, peer conferences, rereading). College and Career Readiness Anchor Standard 6 for Writing: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. W.5.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. produce published writing by collaborating with others. use technology, including the internet, to publish their writing. demonstrate sufficient keyboarding skills to type a minimum of one page at a single setting. publish collaborate that technology is a tool to produce and publish writing. that technology is a way to interact and collaborate with others when writing. produce published writing by collaborating with others. use technology, including the internet, to publish their writing. demonstrate sufficient keyboarding skills to type a minimum of two pages at a single setting.

6 Fifth Grade Writing : Research to Build and Present Knowledge Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential sources, investigate, valid, analyze, plagiarism, paraphrase, analysis, reflection, research, evidence College and Career Readiness Anchor Standard 7 for Writing: Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. (IEFA)W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Include sources and/or topics by and about American Indians. 5 th Grade Enduring Understandings execute short research projects that build knowledge on different aspects of a topic. incorporate topics about American Indians. sources investigate analyze valid that conducting research builds background knowledge. that solid research requires use of multiple sources. that investigation of a topic will result in varied findings. research a topic using a variety of sources including at least some topics by and about American Indians. develop a research question to focus the topic. analyze and justify their sources for validity. conduct a short research project based on their findings. College and Career Readiness Anchor Standard 8 for Writing: Gather relevant information from multiple print and digital sources. Assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. gather relevant information from multiple sources. plagiarism paraphrase that their own experiences are valuable sources. that in order to avoid plagiarism, information recall relevant information from experience or from oral, print, or digital sources.

7 recall information from experiences. take notes, categorize, and list relevant information. provide a list of sources from research. gathered needs to be presented in their own words or cited appropriately. that all sources must be given credit. summarize or paraphrase relevant information in their own words. list their sources. College and Career Readiness Anchor Standard 9 for Writing: Draw evidence from literary or informational text to support analysis, reflection, and research. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact] ). b. Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s] ). transfer their fiction and nonfiction reading skills of analysis, reflection, and research into their daily writing. use evidence from the text to describe a character, stetting or event. use evidence from the test to explain how an author supports particular points. analysis reflection research evidence that evidence from literary text can be used to support analysis, reflection, and research. collect evidence from text to support analysis, reflection, and research. compare and contrast characters, settings, or events. explain how the author supports points in the text.

8 Fifth Grade Writing : Range of Writing Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential reflection, revision College and Career Readiness Anchor Standard 10 for Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of tasks, purposes, and audiences. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 5 th Grade Enduring Understandings write a range of discipline specific tasks, for different purposes, and audiences over shorter or extended time frames. reflection revision that writing tasks, purposes, times, and audiences may vary in different disciplines. identify task, purpose, and audience. produce writing pieces in varied lengths over various time frames. write pieces related to a specific content area.