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Fifth Grade

Writing & Language

Critical Content

Power Standards

  • Write opinion pieces using logically ordered evidence gathered from multiple sources on an authentic topic incorporating appropriate academic language. (W5.1, 5.1a & L 5.1, 5.2, 5.4, 5.6)
  • Write explanatory texts about authentic topics using facts, details and descriptions from multiple sources and incorporating appropriate academic language. (W5.2, 5.2a & L 5.1, 5.4, 5.6)
  • Write narratives to develop authentic experiences or events precisely describing the events and characters using sensory languages to convey an appropriate tone of voice. (W5.3, 5.3a & L 5.1, 5.2, 5.4, 5.6)

*See student writing examples on Appendix C of the Common Core document

 

Power Standards Critical Content

In the language of instruction, students will…

  • Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences
  • Write 3 or more long-form writing pieces to final draft
  • In all types of writing:
    • Plan, develop and organize writing according to task, purpose and audience using graphic organizers, mapping, outlining, and/or drafting
    • Use appropriate transition words and phrases to link ideas
    • Use precise and/or academic language an vocabulary specific to the topic
    • Include explicit text support/evidence in non-fiction writing pieces
    • Vary sentence patterns to communicate effectively and for stylistic purposes
    • Edit writing independently, by reading aloud, or with the help of others to check for errors in capitalization, punctuation, grammar, spelling, and vocabulary
  • Write opinion pieces that support arguments with reason and information
    • Create a clear introduction to a focused topic and opinion
    • Identify and use appropriate structures of writing
    • Collect explicit and relevant information on the topic and in support of the opinion from multiple sources
    • Identify and use appropriate academic language specific to the topic
    • Write a concluding statement/section that supports the opinion
  • Write informative/explanatory texts that examine topics and convey information clearly
    • Introduce my topic by providing my general observations/focus
    • Use formatting structures, illustrations, and multimedia to clarify my topic
    • Collect important and relevant information from various, credible resources
    • Develop the topic with explicit text evidence: facts, definitions, concrete details, quotations, and examples relevant to the topic
    • Identify and use appropriate academic language to the topic
  • Write narratives to develop real or fictional experiences or events
    • Orient a reader by establishing a situation and introducing a narrator and/or characters and/or the setting
    • Organize a series of events that unfold naturally and logically
    • Develop events and/or experiences with sensory language
    • Develop characters through descriptive, sensory language
    • Show the effect of character development in response to events/actions through elements of narrative writing (e.g., dialogue, description, pacing, tone)
    • Use concrete words and phrases as well as sensory details to convey an appropriate tone of voice
    • Write a conclusion that follows from the narrated experiences or events

 

Additional Critical Content

  • Identify the writing style (e.g., argument, informative/explanatory, narrative) that best fits a task, and audience
  • Recognize that different writing tasks (e.g., journal, reflection, research) require varied time frames to complete
  • Research for Writing
    • Create/Identify a central question
    • Use multiple sources to gather explicit and relevant evidence that develops central question
    • Analyze information found in various sources and determine if it provides enough support to answer the question
    • Summarize and/or paraphrase information when taking notes and preparing finished work
    • Prepare a list of sources used in research
    • Cite sources using bibliographic format

 

Concept-Based Connections

Essential Understandings

  • Effective writing, which communicates clearly to the intended audience and fulfills its specific purpose, provides a means of discovery, of communication, of argument, and of creative expression
  • Effective writing is the result of multi-stage, collaborative and reflective processes
  • Research-based ideas and arguments can influence an audience’s understanding and beliefs
  • Text structures allow writers to communicate with an audience in appropriate and meaningful ways in order to achieve the intended purpose

 

Factual Guiding Questions

  • What do good writers do?
  • What are the 6+1 traits of writing?
  • What are the similarities and differences between narrative, informational and argumentative writing?
  • What do effective researchers do?
  • How do writers use sensory language to convey a specific tone of voice?
  • What is the difference between plagiarism, paraphrasing, quotations, and citations?
  • What academic vocabulary should be included in a piece of writing?
  • What is sensory language?
  • What is tone of voice in writing?

 

Conceptual Guiding Questions

  • How do writers express ideas clearly for the reader?
  • What makes a source credible?
  • Why do writers use more than one source to defend/explain a topic?
  • How does the use of sensory language influence the reader’s experience?
  • How does a writer develop a character or an event through precise use of language?

 

Engaging/Debatable Guiding Questions

  • Do narrative events have to unfold in order to make a good story?
  • How does proper grammar and spelling impact the reader’s experience?
  • What makes one piece of evidence more supportive or important than another?
  • How can effective written communication affect society?
  • How does one determine the truth based on opinion/perspective in conflicting source of documents?
  • What is the difference between truth and opinion/perspective?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Common features of the writing system

  • Capitalization
  • Punctuation
  • Lines or other spatial constraints of the writing

 

Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion

 

Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn

 

Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent

 

English language specific

  • Sequence the events in my writing so that one event logically leads to the next
  • Apply the conventions of Standard English grammar
  • Identify and use relative pronouns (who, whose, whom, which, and that) and relative adverbs (where, when, and why)
  • Identify and use progressive verb tenses (I was walking); Can correctly use words such as can, may, and must and can understand how each individually affects the meaning of a sentence
  • To commonly order multiple adjectives (for example, a small red bag instead of a red small bag)
  • Recognize and correct sentence fragments and run-ons
  • Distinguish between and correctly use homonyms
  • Apply the conventions of Standard English
  • Punctuate dialogue correctly by using commas, before/after speaker tags and placing quotations marks around direct speech (e.g., “I was walking,” Elle said, “when Mia tripped me.”)
  • Identify a compound sentence and use a comma before the coordinating conjunction that connects the two sentences

 

Spanish language specific

  • Tenses/Punctuation
    • Use correct tenses to indicate the relative order of events
    • Write paragraphs that include a variety of sentence type; appropriate use of the eight parts of speech; and accurate spelling, Spanish-specific capitalization and punctuation
    • Use correct spanish orthography including accents and dieresis marks
  • Culture
    • At grade appropriate level, write to reflect customs and cultures of Spanish-speaking countries and communities, including personal experiences and references
    • Compare language and oral traditions
    • Identify variations in Spanish that appear in different social, cultural, and regional environments. Compare language and writing traditions that reflect customs regions, and cultures
    • At a grade-appropriate level, recognize common errors made by native speakers, in the use of the Spanish language and know how and when to correct them
    • Differentiate and apply the appropriate us of “tĂș” and “usted” in oral and written communication
    • Expand ideas by using modifiers and subordination
    • Development by digression or tangents

 

English language development

  • Deductive linear discourse pattern
  • Development by digression or tangents
  • Sequence pictures from oral stories, processes, or procedures using support from pictures and short phrases
  • Key skills and strategies according to proficiency level of the student
  • Metalinguistic awareness

 

Russian language specific

  • Discourse pattern: Situational, always changes; sometimes one way, next time rearrange story and give different version; may appear to others to be inconsistent because of changes in discourse pattern

 

Polish language specific

  • Discourse pattern reflective of Polish culture

 

Assessments

Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will…

  • In all types of writing
    • Identify the appropriate writing style
    • Use graphic organizers to develop ideas
    • Use transition words and phrases
  • Opinion & Explanatory/Informational
    • Use academic language
    • Conduct research
    • Use explicit evidence to support claims
    • Gather and use evidence from multiple, credible sources
    • Summarize/paraphrase notes when researching
  • Narrative
    • Use sensory details/descriptions
    • Develop characters through the inclusion of actions and dialogue
    • Show tone of voice through word choice and sensory language

 

Formal Assessments are used as a measure of student achievement towards master of a skill and Power Standard. Often a formal assessment will result in a grade.

In the language of instruction students will…

  • Write 3 or more long-form writing pieces to final draft
  • Write an opinion piece with an introduction; structured, supporting details/facts; and a concluding statement/section
  • After gathering information from a variety of sources, write an explanatory/informational piece using relevant academic language
  • Write using narrative techniques (e.g., dialogue, description, pacing) to develop events and/or experiences and show how characters respond to situations
  • Write a list of sources used in research
  • Compose written responses and include textual evidence to strengthen one’s analysis, reflection, and/or research
  • Incorporate appropriate academic language in opinion and explanatory texts