ELA-05.W.02

 

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

ELA-05.W.02 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.

 

Student Learning Targets:

Knowledge Targets

  • I can identify introductions to writing pieces
  • I can identify conclusions to writing pieces
  • I can name the text structures that writers use
  • I can name some linking words

Reasoning Targets

  • I can define common writing structures and determine the structure that will allow me to organize my information best

Skills (Performance) Targets

  • I can I can select a topic and gather information (facts, definitions, details, quotations, examples) to share with my audience

Product Targets

  • I can write an informational piece with an introduction and closing that hooks my reader, along with factual details to support the information on my topic.

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Introduce a topic with an interesting hook
  • Organize and write information using a higher order text structure
  • Includes a variety of formatting that matches the text-structure used
  • Develops the topic with more specific facts, definitions, concrete details, quotations, examples and other information when referencing sources through research, interviews and background experiences
  • Uses a variety of sequence and linking words, phrases and clauses
  • Can quote from the author
  • Uses precise, content vocabulary to inform or explain the topic with creative word choices
  • Ends with a strong conclusion that leaves the reader starving for more information
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 draws readers into text
  • Groups related information in a well-organized structure with paragraphs
  • Includes formatting that matches text (headings, illustrations, multi-media)
  • Includes facts, definitions, concrete details, quotations, examples and/or other information that are related to the topic
  • Uses sequence and/or linking words, phrases and clauses
  • Write's information in author's own words
  • Uses precise, content vocabulary to inform or explain the topic
  • Ends with a strong conclusion that sums up the piece
The student researches an informational topic in social studies (example:  explorers) and writes an information piece, which is put into a presentation project.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Has minimal introduction to a topic
  • Organizes and writes information with a sequence that is hard for the reader to follow (the student may not group related information into paragraphs)
  • Includes inconsistent or irrelevant formatting
  • Develops topic with few facts, definitions, details, quotations or examples (some may not be relevant to the topic)
  • Minimally links ideas within categories of information using words and phrases
  • Writes some information in writer's own words
  • Uses minimal content vocabulary to inform or explain the topic
  • 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
  • Organizes and sequences information randomly
  • Includes no formatting (does not use paragraphing to group information)
  • Uses no facts, definitions, details, quotations, examples or other information
  • Uses little or no linking of ideas within categories using words and phrases
  • Writes no information in writer's own words
  • Uses simple content vocabulary to inform or explain the topic
  • 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

  • Information
  • Topic
  • Explain
  • Supporting Details
  • Graphics
  • Transition
  • Citation
  • Relevant
  • Reference
  • Introduction
  • Conclusion
  • Text Structures

 

» 5th Grade English