5th Grade English


(W) Writing

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ELA-05.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand:

The Writing standards outline three primary types of text that students are expected to produce: opinion, informational, and narrative texts.  Students are expected to produce each of these text types and to understand the purpose for each. When writing production is tightly integrated with purpose,  the differentiation between text types will be increasingly evident. Similarly, as students’ sophistication and maturity with language, vocabulary, and syntax grow, they will be better equipped to write for a specific purpose.The writing standards focus on instruction that enables students to gain adequate mastery of a range of writing skills and applications. As students progress through the grade levels they should demonstrate increasing sophistication in all aspects of writing, from vocabulary and syntax to the development and organization of ideas. The content and source students address are of an increasingly demanding nature. As they advance through the grade levels, students are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered during the preceding grades. 

Students continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“I think chocolate ice cream is the best ice cream because...... " Model this by giving your own opinions about topics or books. 
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer or writing tools to produce and publish what he/she has written.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


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

 


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

 


ELA-05.W.03

 

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

ELA-05.W.03 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a.  Orient the ready 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.

Student Learning Targets:

Knowledge Targets

  • I can identify an introduction to a writing piece
  • I can identify a conclusion to a writing piece
  • I can define narrative and describe the basic parts of plot (exposition, rising action,  falling action and resolution)
  • I can identify sequence words

Skills (Performance) Targets

  • I can orient (set the scene for) the reader by introducing the narrator, characters and the event/situation that starts the story in motion

Product Targets

  • I can write a story with an interesting opening and closing and sequence the events in my story so that one event logically leads to the next

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Establish the topic with an interesting hook
  • Introduces the narrator/character with sensory details that allow the reader to paint a mental picture
  • Organizes the event in clear and easy to follow sequence that moves logically and has varied sentence structure
  • Uses detailed narrative techniques to develop experiences and events (foreshadowing, flashbacks)
  • Uses vivid description to show detailed experiences and characters' responses
  • Uses a variety of transitional words, phrases and clauses to signal shifts from one time frame or setting to another (foreshadowing, flashbacks)
  • Uses exceptional sensory details to convey experiences that allows the reader to paint a mental picture
  • Ends with a strong conclusion that leaves a final impression
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:

  • Focus the reader by establishing a situation
  • Introduces a narrator/character with details
  • Organizes an event sequence that unfolds naturally in paragraphs
  • Uses narrative techniques to develop experiences and events,(dialogue, pacing)
  • Uses description to show experiences and characters' responses
  • Uses a variety of transitional words, phrases and clauses to manage the sequence of events
  • Uses concrete words, phrases and sensory details to convey events and experiences precisely
  • Ends with a conclusion that wraps up the narrative by including thoughts and feelings about the episode or event
The student writes a narrative piece about a favorite family tradition.
  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 situation
  • Somewhat introduces a narrator/character, but does not provide details
  • Organizes and writes events with a sequence that is hard for the reader to follow
  • Uses minimal narrative techniques to develop experiences and events
  • Uses minimal description to show experiences and characters' responses
  • Uses minimal transitional or concrete words and phrases
  • Uses limited sensory details to convey experiences
  • Ends with a weak conclusion of the episode or event
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Has no introduction of a situation
  • Has no introduction of a narrator/character
  • Organizes and sequences events randomly with no paragraphing
  • Uses no narrative techniques to develop experiences and events
  • Uses no description to show experiences and characters' responses
  • Uses no transitional or concrete words and phrases
  • Uses little or no sensory details to convey experiences
  • 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

  • Narrative
  • Plot Structure
  • Imagery
  • Characterization
  • Sensory Detail
  • Setting
  • Dialogue
  • Description
  • Introduction
  • Closure
  • Sequence

 


ELA-05.W.04

Under Development

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-05.W.04 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.W.05

Under Development

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-05.W.05 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.W.06

Under Development

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-05.W.06 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.W.07

Under Development

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-05.W.07 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.W.08

Under Development

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-05.W.08 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.W.09

Under Development

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-05.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



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