ELA / Writing - 5th Grade

Transcription

1 Text Types and Purposes College & Carrerr Readiness Common Core State/ ELA / - 5th Grade ** Language in transitions from "opinion writing" in elementaray to "persuasive" or "argumentative" writing at the secondary level. Teachers need to incorporate this transition in language as a part of instruction during this exit year from elementary school. ** s 1. Write arguments to support Opinion/persuas claims in an analysis of ive substantive topics or texts, using valid reasoning and relevant and sufficient. - Write opinion pieces on topics or texts, supporting a point of view with reasons and information -Introduce the topic or text clearly and state an opinion - Create an organizational structure in which ideas are logically grouped to support the writer s - Provide logically ordered reasons supported by facts and - Link opinion and reasons using words, phrases, and clauses (e.g., consequentially, specially) - Provide a concluding statement or section related to the opinion presented -Write a position piece demonstrating understanding of central ideas and (e.g., position/ organizational pattern) using multiple Create (Synthesis) Grouped (Application) Introduce (Knowledge) Provide (Knowledge) Link (Synthesis) State (Knowledge) Support ( Demonstrating (Application) fact and opinion topics opinion piece texts point of view facts clauses reasons phrases position central idea information related ideas claims relevant arguments credible sources concluding statement organizational structure/pattern 1. Understand fact and opinion 2. Form an opinion by analyzing text and topics 3. State opinion and able to generate an introduction Teacher 4. Generate support for opinion with information, facts, and 5. Group ideas together, creating category labels 6. Write topic sentence 7. Create an organizational structure to support writer's opinion (persuasive essay) 8. Write paragraphs that support the writer's opinion that begin with a topic sentence and are supported with information, facts, and that are linked with transitional words, clauses, and phrases 9. Provide a concluding statement related to the opinion presented 1. I can the difference between a fact and an opinion. 2. I can form an opinion by analyzing topics and/or 3. I can state an opinion. 4. I can write an introduction that includes my opinion. 5. I can generate support for my opinion with relevant and specific information, facts, and. 6. I can group my main idea to form a topic sentence. 7. I can create an organizational structure to support my opinion. 8. I can write paragraphs that begin with a topic sentence that supports my opinion. 9. I can write paragraphs that use transition words, clauses, and phrases to link information, facts, and. 10. I can write a conclusion that ties back to the introduction and thesis statement. 11. If I can demonstrate steps 1-10, then... I can write an opinion/position/persuasive/argumentative 2. Informational/ Explanatory Write informative/explanatory texts to examine and complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write texts to examine a topic and ideas and information clearly -Introduce the topic clearly -Provide a general observation and focus - Group related information logically -Use headings, illustrations, multimedia when appropriate to aid comprehension - Develop with facts, definitions, concrete, quotations, or other information and examples related to the topic - Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially) - Use precise language and domain-specific vocabulary - Provide a concluding statement or section related to the information or explanation presented -Write a position piece demonstrating understanding of central ideas and (e.g., position/ organizational pattern) using multiple Create (Synthesis) Provide (Knowledge) Link (Synthesis) State (Knowledge) Support ( Demonstrating (Application) examine headings compare observation contrast focus analyze compose topic facts link definitions group quotations examples effective central idea accurate headings transitions subheadings illustrations multimedia phrases & clauses (transitional words) precise language concluding statement domain-specific vocabulary concrete logically (organization) 1. Generate main idea for informational text.(explanatory or position piece) 2. Organize facts, central ideas, examples that give /support, in a logical order. 3. Develop obvious or logical position supported by //examples. 4. Develop central idea using graphic aids, such as headings, subheadings, illustrations, and multimedia. These should aid a reader's comprehension of main idea. 5. Develop central idea using facts, definitions, central ideas, examples, concrete, and quotations. 6. In the revision process, link ideas using transitional words, phrases, and clauses. 7. Use domain-specific vocabulary and precise language. 8. Devlop a concluding statement or section that relates back to central idea. Teacher 1. I can generate main idea for informational text.(explanatory or position piece) 2. I can organize facts, central ideas, examples that give /support, in a logical order. 3. I can develop obvious or logical position supported by //examples. 4. I can develop central idea using graphic aids, such as headings, subheadings, illustrations, and multimedia. These should aid a reader's comprehension of main idea. 5. I can develop central idea using facts, definitions, central ideas, examples, concrete, and quotations. 6. In the revision process, I can link ideas using transitional words, phrases, and clauses. 7. I can use domain-specific vocabulary and precise language. 8. I can develop a concluding statement or section that relates back to central idea. 9. If I can demonstrate steps 1-8, I can write an informative/explanatory O:\Elementary Curriculum\Working\ELA Curriculum\5th Grade\5th Gr. ELA Learning Targets..FINAL xlsx 1

2 ELA / - 5th Grade Common Core State/ s 3. Narrative Write narratives to develop real or imagined experiences or events using effective technique, well-chosen, and well-structured event sequences. - Develop real or imagined experiences or events using effective technique, descriptive, and clear event sequences --Orient the reader by establishing a situation and introducing a narrator and/or characters - Organize an event sequence that unfolds naturally - Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations - Use a variety of transitional words, phrases, and clauses to manage the sequence of events - Use concrete words and phrases and sensory to experiences and events precisely - Provide a conclusion that follows from the narrated experiences or events -Write a cohesive narrative piece (e.g., mystery, tall tale, historical fiction) using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions -Write based on reading a wide variety of gradeappropriate Develop (Synthesize) Set up/orient (Synthesize) Organize/Arrange (Knowledge and Synthesize) Provide (Application) Write (Application and Synthesize) imagined experience plot effective technique mystery narrator pacing descriptive dialogue characters situation concrete words sensory cohesive narrative piece conclusion tall tale historical fiction hero/anti-hero conflict/resolution setting/time period response of characters roles and functions of characters transitional words, phrases, clauses narrative techniques/narrated experiences event/sequences/sequence of events narrative 1. Identify narrative piece versus non-narrative among mentor 2. Distinguish narrative techniques, such as dialogue, description, pacing within mentor 3. Generate main idea for narrative piece based on real or imagined experience. 4. Develop examples and to support focused narrative 5. Develop small moment episodes using sensory. 6. Organize examples/episodes/ in an event sequence that unfolds naturally. 7. Revise narrative to enhance plot, using time period/setting, function of characters (hero/anti-hero, narrator), conflict/resolution. 8. Use narrative techniques, such as setting, dialogue, description, and pacing to develop experiences/events, or to show responses of characters to situations. 9. Draft a conclusion follows from the narrative experience or events. 10. Revise narrative piece, focusing on: dialogue, event sequence, pacing, character responses, sensory, and transition words. 11. Identify. 12. Distinguish techniques of poetic writing (stanzas, rhyme, rhythm, free verse, sensory, imagery). 13. Draft, using mentor poems as mentor 14. Revise, focusing on sensory or small moments, imagery. Teacher narrative 1. I can identify narrative piece versus non-narrative among mentor 2. I can distinguish narrative techniques, such as dialogue, description, pacing within mentor 3. I can generate main idea for narrative piece based on real or imagined experience. 4. I can develop examples and to support focused narrative 5. I can develop small moment episodes using sensory. 6. I can organize examples/episodes/ in an event sequence that unfolds naturally. 7. I can revise narrative to enhance plot, using time period/setting, function of characters (hero/anti-hero, narrator), conflict/resolution. 8. I can use narrative techniques, such as setting, dialogue, description, and pacing to develop experiences/events, or to show responses of characters to situations. 9. I can draft a conclusion follows from the narrative experience or events. 10. I can revise narrative piece, focusing on: dialogue, event sequence, pacing, character responses, sensory, and transition words. 11. If I can demonstrate steps 1-10, then I can write a cohesive narrative 12. I can identify. 13. I can distinguish techniques of poetic writing (stanzas, rhyme, rhythm, free verse, sensory, imagery). 14. I can draft, using mentor poems as mentor 15. I can revise, focusing on sensory or small moments, imagery. 16. If I can demonstrate steps 12-15, then I can write a piece of. Production and Distribution of 4. Clear and Coherent 5. Develop and Strengthen Produce clear and coherent writing in which the development, organization, and style are appropriate to task,, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. -With guidance and support from adults, produce writing in which the development and organization are appropriate to task and. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Produce (Application) Organize (Knowledge and Synthesis) -With guidance and support from peers and adults, Produce (Application) develop and strengthen writing as needed by planning, Organize (Knowledge and revising, editing, rewriting, or trying a new approach. Synthesis) (Editing for conventions should demonstrate command of Edit (Application) Language standards 1-3 up to and including grade 5 on Revise (Synthesis) pages 28 and 29.) Rewrite (Comprehension and Synthesis) Clear and coherent writing Produce style audience task appropriate develop strengthen plan revise edit rewrite try new approach peers conventions 1. Identify anchor papers/exemplars that are clear and coherent, appropriate to task,, and audience. 2. With guidance and support from adults, produce writing in which development and organization is appropriate to task and. 1. Use mentor texts or anchor papers/exemplars, to revise or edit for conventions or a new approach. 2. Taking previously written piece, revise/rewrite for conventions or new approach, to strengthen writing. Teacher Teacher 1. I can identify anchor papers/exemplars that are clear and coherent, appropriate to task,, and audience. 2. With guidance and support from adults, I can produce writing in which development and organization is appropriate to task and. 1. I can use mentor texts or anchor papers/exemplars, to revise or edit for conventions or a new approach. 2. I can take a previously written piece, revise/rewrite for conventions or new approach, to strengthen my own writing. O:\Elementary Curriculum\Working\ELA Curriculum\5th Grade\5th Gr. 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3 ELA / - 5th Grade Common Core State/ s 6. Technology Use technology, including the Internet, to produce and publish -With some guidance and support from adults, use writing and to interact and collaborate with others. 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 (Application) Publish ( Collaborate ( technology collaborate publish produce evaluate keyboarding search engine Internet interact sufficient minimum command of single sitting 1. Access the Internet. 2. Develop keyboarding skills appropriate to grade level curriculum map goals. 3. Interact with peers and adults to produce writing. 4. Interact with peers and adults to publish writing. 5. Use appropriate software to publish a piece of original writing. Teacher 1. I can access the Internet. 2. I can develop keyboarding skills appropriate to grade level curriculum map goals. 3. I can interact with peers and adults to produce writing. 4. I can interact with peers and adults to publish writing. 5. I can use appropriate software to publish a piece of original writing. Research to Build and Present Knowledge 7. Research Conduct short as well as more sustained research projects -Conduct short research projects that use several sources based on focused questions, to build knowledge through investigation of different demonstrating understanding of aspects of a topic the subject under investigation. -Use a variety of resources to gather and organize relevant information into central ideas and supporting for a teacher-approved narrowed focus question and hypothesis Conduct/Produce (Application) Gather (Synthesize) Conduct Produce research project focus question / topic demonstrate understanding relevant information subject central ideas hypothesis investigation different aspects of a topic sources resources 1. Generate a focus question in a small group, then as an individual. 2. Generate a hypothesis. 3. Gather relevant information / sources. 4. Demonstrate understanding of subject under investigation. 5. Organize relevant information / sources into those that support central idea and. 6. Conduct short research project that answers a teacherapproved, narrow focus question. Teacher 1. I can generate a focus question in a small group, then as an individual. 2. I can generate a hypothesis. 3. I can gather relevant information / sources. 4. I can demonstrate understanding of the subject I investigated. 5. I can organize relevant information / sources into those that support central idea and. 6. I can conduct a short research project that answers a teacher-approved, narrow focus question. 8. Research Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. -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 (Synthesize) Recall (Knowledge) Assess ( Paraphrase (Comprehension) Summarize (Comprehension) Provide (Comprehension) gather recall assess multiple print sources multiple digital sources paraphrase summarize plagiarism credibility accuracy source integrate list of sources notes relevant information 1. Gather information from multiple print/ digital sources for a focused inquiry. 2. Assess credibility and accuracy of each source. 3. Identify what plagiarism is and isn't. 4. Integrate information in a way to avoid plagiarism. 5. Paraphrase information in a way that supports the central thesis or main idea. 6. Summarize information in a way that supports the central thesis or main idea. 7. Identify what a bibliography / list of sources is and its. 8. Create a bibliography / list of sources for a focused research project or short informational writing Teacher 1. I can gather information from multiple print/ digital sources for a focused inquiry. 2. I can assess credibility and accuracy of each source. 3. I can identify what plagiarism is and isn't. 4. I can integrate information in a way to avoid plagiarism. 5. I can paraphrase information in a way that supports the central thesis or main idea. 6. I can summarize infromation in a way that supports the central thesis or main idea. 7. I can identify what a bibliography / list of sources is and its. 8. I can create a bibliography / list of sources for a focused research project or short informational writing O:\Elementary Curriculum\Working\ELA Curriculum\5th Grade\5th Gr. ELA Learning Targets..FINAL xlsx 3

4 ELA / - 5th Grade Common Core State/ s 9. Research Draw from literary or informational text to support analysis, reflection, and research. -Draw from literary or informational text to support analysis, reflection, and research 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 in the text [e.g., how characters interact] ) Apply Grade 5 reading standards to informational text (e.g., Explain how an author uses reasons and to support particular points in a text, identifying which reasons and support which point[s] ) Draw/Choose (Application and Support ( Apply (Application) Reflect ( Compare (Analysis and Contrast (Analysis and Explain (Comprehension, Synthesis and Identify (Comprehension and Analysis) Draw / choose support apply reflect compare / contrast characters setting events story drama reasons specific interact analysis reflection research informational text particular points / 1. Gather support/ from literary text to support a statement or conclusion/answer to a question about a character. 2. Gather support/ from informational text to support Teacher an investigation or research thesis statement. 3. Use gathered for reflection on its relevance and meaning. 4. Use specific from text or, to support particular point or conclusion. 5. Compare/contrast two or more characters/settings/events, using specific from 6. See grade 5 reading standards, as students are expected to apply these skills to their writing. 1. I can gather support/ from literary text to support a statement or conclusion/answer to a question about a character. 2. I can gather support/ from informational text to support an investigation or research thesis statement. 3. I can use gathered for reflection on its relevance and meaning. 4. I can use specific from text or, to support particular point or conclusion. 5. I can compare/contrast two or more characters/settings/events, using specific from 6. See grade 5 reading standards, as students are expected to apply these skills to their writing. Range of 10. Time Frames 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 tasks, s, and audiences. 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 tasks, s, and audiences. Write (Application) Research (Analyze and Synthesis) Reflect (Synthesis) Revise (Synthesis and Write research reflection revise time frame task audience single sitting 1. Identify the author's /audience in a variety of formats (writing) 2. Write for extended periods of time in a single setting. 3. Revise for and audience. Teacher 1. I can identify the author's /audience in a variety of formats (writing). 2. I can write for extended periods of time in a single sitting. 3. I can revise for and audience. ELA--language Conventions of Standard English 1. Grammar and Usage Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. -Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences -Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses -Use verb tenses to various times, sequences, states, and conditions -Recognize and correct inappropriate shifts in verb tense -Use correlative conjunctions (e.g., either/or, neither/nor) -Use compound subjects and predicates -Use proper nouns and pronouns -Use articles Explain (Comprehension, Synthesis, Form / Use / Recognize (Synthesis) Recognize (Knowledge and Comprehension) Correct (Application) demonstrate command of conventions grammar standard English conjunctions prepositions verb tenses interjections perfect verb tenses correlative conjunctions inappropriate shift in tenses (verbs) compound subjects/predicates proper nouns predicates articles (a, an, the) sequences states conditions 1. Identify 2. Explain the function of 3. Use conjunctions/prepositions/interjections appropriately. 4. Identify verb tenses. 5. Explain the of verb tenses. 6. Create/Use verb tenses appropriately. 7. Recognize inappropriate shifts in verb tense. 8. Correct inappropriate shift in verb tense. 9. Identify correlative conjunctions. 10. Explain the of correlative conjunctions. 11. Use correlative conjunctions appropriately. 12. Identify compound subjects/predicates. 13. Explain compound subjects/predicates. 14. Use compound subject/predicates. 15. Identify proper nouns. 16. Use proper nouns appropriately. 17. Identify pronouns. 18. Explain of pronouns. 19. Use pronouns appropriately. 20. Identify articles as a part of speech. 21. Use articles appropriately. Teacher 1. I can identify 2. I can the function of 3. I can use conjunctions/prepositions/interjections appropriately. 4. I can identify verb tenses. 5. I can the of verb tenses. 6. I can create/use verb tenses appropriately. 7.I can recognize inappropriate shifts in verb tense. 8. I can correct inappropriate shift in verb tense. 9. I can identify correlative conjunctions. 10. I can the of correlative conjunctions. 11. I can use correlative conjunctions appropriately. 12. I can identify compound subjects/predicates. 13. I can compound subjects/predicates. 14. I can use compound subject/predicates. 15. I can identify proper nouns. 16. I can use proper nouns appropriately. 17. I can identify pronouns. 18. I can of pronouns. 19. I can use pronouns appropriately. 20. I can identify articles as a part of speech. 21. I can use articles appropriately. O:\Elementary Curriculum\Working\ELA Curriculum\5th Grade\5th Gr. ELA Learning Targets..FINAL xlsx 4

5 ELA / - 5th Grade Common Core State/ s 2. Capitalization, Punctuation, and Spelling Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. -Use punctuation to separate items in a series -Use a comma to separate an introductory element from the rest of the sentence -Use a comma to set off the words yes and no (e.g., Yes, thank you) to set off a tag question from the rest of the sentence (e.g., It s true, isn t it?), and to indicate direct address (e.g., Is that you, Steve?) -Use underlining, quotation marks, or italics to indicate titles of works -Spell grade-appropriate words correctly, consulting references as needed -Use hyphens in compound and number words -Use commas between two independent clauses to set off direct address/long phrases/clauses -Use colons to introduce a list -Correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) -For less frequently encountered words, use structural cues (e.g., letter/sounds, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell-checkers) Spell (Application) Use / Recognize (Application) Recognize (Knowledge and Comprehension) Correct (Application) Conventions Standard English Capitalization Punctuation Spelling Comma Items in a series Introductory element/clause Tag question Direct address Quotation marks Italics Titles Reference book Hyphen Compound Word Number Word Independent Clauses Colons Word Roots Prefix/Suffix Multi-syllabic Structural Cues Environmental Sources Dictionary Spell-checkers 1. Identify 2. Explain the function of 3. Use conjunctions/prepositions/interjections appropriately. 4. Identify verb tenses. 5. Explain the of verb tenses. 6. Create/Use verb tenses appropriately. 7. Recognize inappropriate shifts in verb tense. 8. Correct inappropriate shift in verb tense. 9. Identify correlative conjunctions. 10. Explain the of correlative conjunctions. 11. Use correlative conjunctions appropriately. 12. Identify compound subjects/predicates. 13. Explain compound subjects/predicates. 14. Use compound subject/predicates. 15. Identify proper nouns. 16. Use proper nouns appropriately. 17. Identify pronouns. 18. Explain of pronouns. 19. Use pronouns appropriately. 20. Identify articles as a part of speech. 21. Use articles appropriately. Teacher 1. Identify the 7 uses/rules of commas. 2. Use commas appropriately. 3. Use underline, quotation marks, or italics to indicate titles of works. 4. Spell grade-appropriate and frequently encountered words correctly, using references as needed. 5. Identify hyphens. 6. Use hyphens and compound and number words. 7. Identify colons when used to introduce a list. 8. Use colons. 9. Use structural cues and environmental sources to spell less frequently encountered words. O:\Elementary Curriculum\Working\ELA Curriculum\5th Grade\5th Gr. ELA Learning Targets..FINAL xlsx 5