PDF Fifth Grade Writing : Text Types and Purposes
Fifth Grade Writing : Text Types and Purposes
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: introduction, opinion, phrase, clause, facts, details, topic, point of view, conclusion, text, transitional words, explanatory,
quotations, precise language, domain specific vocabulary, concrete details, narrative, sequence
College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis in substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.5.1 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 details.
c. Link opinion and reasons using words, phrases, and clauses. (e.g. consequently, specifically)
d. Provide concluding statement or section related to the opinion presented.
5th Grade Enduring Understandings
Prior Background Knowledge
Students will know...
Students will understand...
Students will be able to...
Required:
Vocabulary:
? that opinions are formed
? introduce their topic
Students will...
? introduction
from information and/or
clearly.
? write an opinion with
? opinion
facts.
? state their opinions
supporting
? phrase
? that informational texts can
supported by facts and
details/information.
? clause
be used as references to
details from the text in an
? correctly use transition words in writing an opinion piece.
? provide a concluding statement related to their opinion
? facts ? details ? topic ? point of view ? conclusion ? transitional words ? text
support their opinions. ? that relevant evidence is
necessary to support an opinion. ? that point of view makes a difference when stating an opinion.
organized structure. ? construct a conclusion. ? link opinions to reasons
using specific signal words (i.e consequently, specifically, as a result).
X
Adoption Date: July 22, 2013
College and Career Readiness Anchor Standard 2 for Writing: Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.5.2. 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.
5th grade Enduring Understandings
Prior Background Knowledge
Students will know...
Students will understand...
Students will be able to...
Required:
Vocabulary:
? that grouping related
? write an introduction
Students will...
? explanatory
information in paragraphs
explaining their focus.
? create an informative text
? concrete details
and sections provides a
? construct body paragraphs
by grouping related
? quotations
focus to the writing.
that develop the topic
information in paragraphs
? precise language
? that the elements of a
logically.
and using effective transition words.
? domain specific vocabulary
nonfiction text helps convey information on the
? use relevant facts, definitions, details,
? use precise language and
topic .
quotations, or other
domain specific vocabulary
? that they can convey ideas
information/examples.
in their writing.
through their writing.
? utilize connecting and
? organize ideas, facts, and
? that precise language and
transition words to link
details to develop
domain specific vocabulary
information within and
comprehension.
helps to explain topics.
across categories.
? utilize facts, details,
? that transitions (including
? construct a concluding
quotations, and other
phrases and clauses) link
statement or section.
information to develop
information within and
their topic.
across categories.
? construct a conclusion that
is related to the
information.
X
Adoption Date: July 22, 2013
College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
a. Orient the reader 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.
5th grade Enduring Understandings
Prior Background Knowledge
Students will know...
Students will understand...
Students will be able to...
Required:
Vocabulary:
? that it is important to orient
? introduce a new character
Students will...
? narrative
the reader by introducing a
or situation either real or
? construct a narrative with
? sequence
narrator or characters.
imaginary.
real or make believe events.
? that narrative techniques,
? develop a story following a
? support the narrative with
such as dialogue, pacing,
logical sequence.
dialogue and sequential
and detailed descriptions
? use narrative techniques
events that show the
help develop the events
such as dialogue, pacing,
characters' reaction to a
and show responses of the
description.
situation.
characters.
? utilize concrete words,
? formulate experiences and
? that using a variety of
phrases, and sensory
precise events with
transitional words, clauses,
details to enhance the
concrete words and sensory
and phrases help to order
narrative.
details. ? provide a conclusion that
the events. ? that concrete words,
? provide a conclusion that
summarizes the written
summarizes the written
phrases, and sensory
narrative.
narrative.
details enhance the
characters' experiences and
the story events.
? that it is important to
provide a conclusion that
follows the experience or
event.
X
Adoption Date: July 22, 2013
Fifth Grade Writing : Production and Distribution of Writing
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: coherent, revising, editing, publish, collaborate
College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.5.4 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.)
5th Grade Enduring Understandings
Prior Background Knowledge
Students will know...
Students will understand...
Students will be able to...
Required:
Vocabulary:
? that writing can have
? write for a specific purpose.
Students will...
? coherent
different purposes.
? choose a structure
? have multiple writing
? that different types of
appropriate to the task and
experiences.
writing have different
grade level expectation.
organizational structures.
? that task and purpose are
reflected in organization
and development of a
topic.
X
College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.)
5th grade Enduring Understandings
Prior Background Knowledge
Students will know...
Students will understand...
Students will be able to...
Required:
Vocabulary:
? that writing is a process;
? plan a piece of writing
Students will...
? revising
their first draft is not their
using varied techniques
? have multiple writing
? editing
final draft.
and strategies (story frame,
experiences.
? that planning develops and
graphic organizer, story
? respond to suggestions
strengthens their writing.
map, etc.).
from adults and peers to
? that writing is improved
? recognize spelling,
strengthen writing.
through revision and
grammar, and punctuation
Adoption Date: July 22, 2013
? use grade level conventions.
editing. ? that writing is a tool for
communication so it must be understandable to the reader. ? that collaboration enriches writing.
errors and having strategies to correct them (conferences, check sheets, and peer editing) using grade level conventions. ? evaluate for task and purpose. ? analyze and strengthen their writing using various strategies (rubrics, peer conferences, rereading).
X
College and Career Readiness Anchor Standard 6 for Writing: Use technology, including the internet, to produce and publish writing and to
interact and collaborate with others.
W.5.6 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.
5th grade Enduring Understandings
Prior Background Knowledge
Students will know...
Students will understand...
Students will be able to...
Required:
Vocabulary:
? that technology is a tool to
? produce published writing
Students will...
? publish
produce and publish
by collaborating with
? produce published writing
? collaborate
writing.
others.
by collaborating with
? that technology is a way to
? use technology, including
others.
interact and collaborate
the internet, to publish
? use technology, including
with others when writing.
their writing.
the internet, to publish
? demonstrate sufficient
their writing.
keyboarding skills to type a
? demonstrate sufficient
minimum of two pages at a
keyboarding skills to type a
single setting.
minimum of one page at a
single setting.
X
Adoption Date: July 22, 2013
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