1st Marking Period Writing Standards Fifth Grade
1. Develop abilities in writing.
A. Higher thinking (analyze, evaluate, classify, predict, decide, generalize, solve, relate, interpret, simplify, summarize).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, revise) when producing products to include open response and on-demand writing.
2. Read, write, speak, observe, and listen to explore, express, and learn about ideas.
A. Use mass media (newspapers, magazines, radio, television, movies, Internet, software).
B. Conduct and present research (locate/observe/gather information, analyze a situation, draw a conclusion, predict an outcome, defend a position, create a model, explain a process).
C. Write for a variety of reasons including writing-to-learn, writing-to-demonstrate learning, and writing for authentic purposes and audiences.
3. Establish and maintain a focused purpose in a variety of writing forms. (Purpose/Audience)
A. Narrow the topic to present an idea or theme (e.g. thesis statement) (WR-05-1.1.0 DOK 4)
[EL-5-WC-S-4]
B. Choose a perspective authentic to the writer. (WR-05-1.1.0 DOK 4)
C. Analyze and address the needs of the intended audience. (WR-05-1.1.0 DOK 4)
[EL-5-WC-S-3, EL-5-WP-S-2]
D. Adhere to the characteristics of the form. (e.g. personal narrative, personal essay, memoir, feature
article, short story and letter) (WR-05-1.1.0 DOK 4) [EL-5-WC-S-3, EL-5-WP-S-2]
E. Apply a suitable tone. (WR-05-1.1.0 DOK 4) [EL-5-WC-S-9]
F. Allow voice to emerge when appropriate. (WR-05-1.1.0 DOK 4) [EL-5-WC-S-9]
H. Communicate the significance of an experience or relationship from the writer’s point of view.
(personal expressive writing) (WR-05-1.1.2) [EL-5-WC-S-3]
4. Support main ideas and deepen an understanding of purpose. (Idea Development/Support)
A. Develop logical, justified, and suitable explanations. (WR-05-1.2.0 DOK 4) [EL-5-WC-S-5]
B. Provide relevant elaboration. (WR-05-1.2.0 DOK 4) [EL-5-WC-S-8]
C. Explain related connections and reflections. (WR-05-1.2.0 DOK 4)
D. Apply idea development strategies appropriate for the form. (WR-05-1.2.0 DOK 4) [EL-5-WC-S-8]
G. Develop characters (fictional/non-fictional) through thoughts, emotions, actions,
description, and dialogue. (personal expressive/literary writing) (WR-05-1.2.2)
H. Develop plot, setting, mood, scene, image, and feeling. (personal expressive/literary writing)
(WR-05-1.2.2)
I. Apply literary and poetic devices (e.g. simile, metaphor, and personification). (personal
expressive/literary writing) (WR-05-1.2.2)
J. Incorporate reflection when appropriate. (personal expressive/literary) (WR-05-1.2.2)
[EL-5-WC-S-6]
5. Create unity and coherence to accomplish the focused purpose. (Organization)
A. Engage the audience. (WR-05-2.3.0 DOK 3)
B. Establish a context for reading. (WR-05-2.3.0 DOK 3) [EL-5-WS-S-3]
C. Communicate ideas and support in a meaningful order. (WR-05-2.3.0 DOK 3) [EL-5-WS-S-3]
D. Apply transitions and transitional elements to guide the reader through a writing piece.
(WR-05-2.3.0 DOK 3) [EL-5-WS-S-5]
E. Develop effective introductions and closures. (WR-05-2.3.0 DOK 3) [EL-5-WS-S-3]
F. Apply organizational devices. (e.g. foreshadowing and flashback) (personal expressive/literary writing) (WR-05-2.3.2) [EL-5-WS-S-6]
G. Arrange poetic stanzas in a way that enhances the meaning through the use of white space, line
breaks, and shape. (personal expressive/literary writing) (WR-05-2.3.2)
1st Marking Period Writing Standards Fifth Grade
6. Create effective sentences in a variety of writing forms. (Sentence Structure)
A. Apply a variety of sentence structures and lengths. (WR-05-2.4.0 DOK 3) [EL-5-WS-S-1]
B. Develop complete, correct sentences and apply unconventional structures when appropriate.
(syntax- word order, form) (WR-05-2.4.0 DOK 3) [EL-5-WS-S-1, EL-5-WV-S-3]
C. Arrange poetic language in a meaningful order. (personal expressive/literary writing) (WR-05-2.4.2)
7. Demonstrate effective word choices in a variety of writing forms. (Language)
A. Apply correct grammar and usage. (e.g verb tense) (WR-05-3.5.0 DOK 2) [EL-5-WV-S-3]
B. Apply concise use of language. (WR-05-3.5.0 DOK 2)
C. Incorporate strong verbs, precise nouns, concrete details, and sensory details. (e.g. adverb clauses
and gerund phrases) (WR-05-3.5.0 DOK 2) [EL-5-WV-S-1]
D. Apply language appropriate to the content, purpose, and audience. (WR-05-3.5.0 DOK 2)
E. Develop ideas through descriptive and figurative language. (WR-05-3.5.2) [EL-5-WV-S-1]
F. Incorporate specialized vocabulary of the discipline/content appropriate to the purpose and audience. (WR-05-3.5.3) [EL-5-WV-S-2]
8. Use appropriate conventions to communicate clearly. (Correctness)
A. Apply correct spelling (plurals), punctuation (commas, quotation marks, contractions, apostrophes, possessives, and parentheses) and capitalization. (WR-05-3.6.0 DOK 2) [EL-5-WV-S-4]
B. Incorporate acceptable nonstandard correctness to enhance meaning when appropriate.
(WR-05-3.6.0 DOK 2) (e.g. pluralization)
C. Incorporate appropriate documentation of ideas and information from outside sources
(e.g. citing authors or titles within the text, listing sources, and bibliographies). (WR-05-3.6.0 DOK 2)
[EL-5-WV-S-6]
9. Communicate effectively using the various stages of the writing process.
A. Focusing (WR-05-4.7.0) [EL-5-WP-S-1]
· Connect to content knowledge and/or prior knowledge.
· Initiate authentic connection.
· Think about/select topic.
B. Prewriting (WR-05-4.8.0) [EL-5-WP-S-2]
· Determine appropriate form to meet the needs of purpose and audience.
· Generate ideas (e.g., reading, journaling, mapping, webbing, note taking, summarizing, outlining, interviewing, researching, and other writing-to-learn activities).
· Organize ideas.
C. Drafting (WR-05-4.9.0) [EL-5-WP-S-3]
· Write for an intended audience.
· Develop and elaborate ideas, sentence variety, and language.
D. Revising (WR-05-4.10.0) [EL-5-WP-S-4]
· Reflect to determine where to add, delete, rearrange, define/redefine, and elaborate content.
· Conference with teacher or peer.
· Check for accuracy of content.
· Compare with rubric criteria and anchor papers/models.
· Identify the topic sentence/main idea and supporting details of a paragraph.
(WR-05-4.10.4 & .5 DOK 2)
· Check and correct sequential order of sentences if applicable.
(WR-05-4.10.7 DOK 2)
· Identify and eliminate redundant and extraneous material.
(WR-05-4.10.6 & .10 DOK 2)
1st Marking Period Writing Standards Fifth Grade
E. Editing (WR-05-4.11.0) [EL-5-WP-S-5]
· Use resources to support editing (e.g., spell check, thesauri, dictionaries, and handbook).
· Apply knowledge of subject/verb agreement, verb tenses, forms of adjectives and adverbs (comparative and superlative), special problems in usage (a, an, to, two, too, their, there, they’re), pronouns, and double negatives. (WR-05-4.11.12, .13, .14, & .15 DOK1)
· Correct run-ons, fragments, and combining short, choppy sentences effectively.
(WR-05-4.11.16, .17, & .18 DOK 1 & 2)
· Apply knowledge of spelling patterns, generalizations, and rules to commonly used words, plural forms, and contractions. (WR-05-4.11.19, .20, .21, & .22 DOK 1)
· Capitalize proper nouns and adjectives, beginning of sentences, titles, quotes, and the pronoun “I”. (WR-05-4.11.23, .24, .25, .26, .27, & .28 DOK 1)
· Correctly punctuate sentence endings, apply commas and apostrophes, and use quotation marks in dialogue and in abbreviations and acronyms.
(WR-05-4.11.29, .30, .31, .32, & .33 DOK 1)
F. Publishing (WR-05-4.12.0) [EL-5-WP-S-6]
· Present final work in a neat, legible form using basic software programs if appropriate.
· Share final piece with intended audience.
G. Reflecting (WR-05-4.13.0) [EL-5-WP-S-7]
· Reflect and evaluate personal progress and skills in writing.
June 2009