ELA-05.W.01

 

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-05.W.01 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 ideas.

c.  Link opinion and reasons using words, phrases, and clauses (e.g. consequently, specifically)

d.  Provide a concluding statement or section related to the opinion presented.

 

Student Learning Targets:

Knowledge Targets

  • I can identify introductions to writing pieces
  • I can identify conclusions to writing pieces
  • I can identify structures of writing pieces
  • I can identify linking words

Reasoning Targets

  • I can determine my opinion/point of view on a particular topic or text

Skills (Performance) Targets

  • I can create an organizational structure (chronology, compare/contrast, cause/effect, problem/solution) to logically introduce my topic and opinion
  • I can support my opinion with logically ordered facts and details and link my reasons with words, phrases and clauses

Product Targets

  • I can write an opinion piece with an introduction, supporting details/facts, and a concluding statement/section

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Introduce a topic with an interesting hook
  • State a clear opinion on the topic
  • Organize information using a higher-order text structure
  • Uses facts, details and reasons to support opinions while referencing sources throughout research, interviews, and background experiences
  • Uses a variety of linking words and phrases to connect ideas with creative word choice, play on words and figurative language
  • Ends with a catchy conclusion that leaves a lasting impression on a reader
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to:

  • Introduce a topic clearly that makes a reader think about the stance of the writer
  • States a clear opinion on the topic
  • Creates an organized structure where ideas are logically grouped into paragraphs to support the writer's purpose
  • Uses many facts, details and reasons to support opinions
  • Uses linking words and phrases to connect ideas (because, therefore, for example)
  • Writes information in writer's own words
  • Ends with a conclusion that summarizes the writer's opinion
The student writes an opinion piece on what the most interesting time in history was.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Has a minimal introduction to a topic
  • States an unclear opinion
  • Organizes and writes information with a sequence that is hard for the reader to follow (the student may not group related information into paragraphs)
  • Uses minimal facts, details and reasons to support opinion
  • Uses minimal linking words and phrases to connect ideas
  • Writes some information in writer's own words
  • Ends with a weak conclusion that lacks a summary
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

The student:

  • Has no introduction of a topic
  • States no opinion
  • Organizes and sequences information randomly (no paragraphing)
  • Uses no facts, details and reasons to support opinion
  • Uses no linking words and phrases to connect ideas
  • Writes no information in writer's own words
  • Ends with no conclusion
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Opinion
  • Persuade
  • Bias
  • Introduction
  • Transition
  • Conclusion
  • Evidence
  • Fact
  • Reference

 

» 5th Grade English