Arizona Writing Standards
Grades 4-5 Team
Jane Chambers Carol Warren
Andree Charlson Sara Jenkins
Patricia Hutchinson Barbara Post Grace Wood
Essentials (Grades 4-5)
W-E1. Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)Barbara Post
Trish
Hutchinson
Carol Warren
Carol Warren
Barbara Post
Carol Warren
Jane Chambers
Jane Chambers / Tooling Around Arizona: Reading Arizona Maps
Students will use Arizona maps to acquire, process, and report information.
The Human Face of Flagstaff?
Students will create a brochure emphasizing a community’s human features.
So That the Desert Can Blossom Like a Rose: Agriculture in the Desert
Students will summarize the life of an Arizona ranch family.
Desert Views—First Impressions: Travelers on the Gila Trail
Students will use primary sources to learn how early travelers viewed the Arizona desert.
The Gift of Water: Modifying Our Environment
Students will learn how dams affect Arizona.
River Through Time
Students will learn how technological changes in 1 place can lead to changes in other locations.
Where It’s Happening: Find the Absolute and Relative Location of News Articles
Students will use latitude and longitude to locate where newspaper stories occurred.
A River: Dead or Alive Differences Between How Native Americans and European Colonists Treated a River
Students will look at how two groups of people have treated rivers / PO 1. Spell correctly / 1-2 periods
2-3 periods
1-2 periods
1-2 periods
1 period
1-2 periods
1 period
1 period / E1-PO2
E1-PO5
E2-PO1
E2-PO3
E2-PO4
E2-PO4
E3-PO3
E3-PO4 / E2-PO4,7
E2-PO1,3,6
E2-PO3,5,7
E3-PO2,6
E2-PO1
E2
E3-PO2,5,6
E2-PO2,5,6,7
E3-PO4
E2-PO4,6
E6-PO2
Barbara Post
Trish
Hutchinson
Carol Warren
Carol Warren
Barbara Post
Jane Chambers
Jane Chambers / Tooling Around Arizona: Reading Arizona Maps
Students will use Arizona maps to acquire, process, and report information.
The Human Face of Flagstaff?
Students will create a brochure emphasizing a community’s human features.
So That the Desert Can Blossom Like a Rose: Agriculture in the Desert
Students will summarize the life of an Arizona ranch family.
Desert Views—First Impressions: Travelers on the Gila Trail
Students will use primary sources to learn how early travelers viewed the Arizona desert.
The Gift of Water: Modifying Our Environment
Students will learn how dams affect Arizona.
Where It’s Happening: Find the Absolute and Relative Location of News Articles
Students will use latitude and longitude to locate where newspaper stories occurred.
A River: Dead or Alive Differences Between How Native Americans and European Colonists Treated a River
Students will look at how two groups of people have treated rivers / PO 2. Punctuate correctly (e.g., sentence endings, commas in a friendly letter’s greeting and closing, commas in a series, abbreviations, quotations in dialog, apostrophes) / 1-2 periods
2-3 periods
1-2 periods
1-2 periods
1 period
1 period
1 period / E1-PO2
E1-PO5
E2-PO1
E2-PO3
E2-PO4
E3-PO3
E3-PO4 / E2-PO4,7
E2-PO1,3,6
E2-PO3,5,7
E3-PO2,6
E2-PO1
E2
E3-PO2,5,6
E3-PO4
E2-PO4,6
E6-PO2
Barbara Post
Trish
Hutchinson
Carol Warren
Carol Warren
Barbara Post
Jane Chambers
Jane Chambers / Tooling Around Arizona: Reading Arizona Maps
Students will use Arizona maps to acquire, process, and report information.
The Human Face of Flagstaff?
Students will create a brochure emphasizing a community’s human features.
So That the Desert Can Blossom Like a Rose: Agriculture in the Desert
Students will summarize the life of an Arizona ranch family.
Desert Views—First Impressions: Travelers on the Gila Trail
Students will use primary sources to learn how early travelers viewed the Arizona desert.
The Gift of Water: Modifying Our Environment
Students will learn how dams affect Arizona.
Where It’s Happening: Find the Absolute and Relative Location of News Articles
Students will use latitude and longitude to locate where newspaper stories occurred.
A River: Dead or Alive Differences Between How Native Americans and European Colonists Treated a River
Students will look at how two groups of people have treated rivers / PO 3. Apply rules of capitalization (e.g., sentence beginnings, titles, abbreviations, proper nouns) / 1-2 periods
2-3 periods
1-2 periods
-2 periods
1 period
1 period
1 period / E1-PO2
E1-PO5
E2-PO1
E2-PO3
E2-PO4
E3-PO3
E3-PO4 / E2-PO4,7
E2-PO1,3,6
E2-PO3,5,7
E3-PO2,6
E2-PO1
E2
E3-PO2,5,6
E3-PO4
E2-PO4,6
E6-PO2
Barbara Post
Trish
Hutchinson
Carol Warren
Carol Warren
Barbara Post
Jane Chambers
Jane Chambers / Tooling Around Arizona: Reading Arizona Maps
Students will use Arizona maps to acquire, process, and report information.
The Human Face of Flagstaff?
Students will create a brochure emphasizing a community’s human features.
So That the Desert Can Blossom Like a Rose: Agriculture in the Desert
Students will summarize the life of an Arizona ranch family.
Desert Views—First Impressions: Travelers on the Gila Trail
Students will use primary sources to learn how early travelers viewed the Arizona desert.
The Gift of Water: Modifying Our Environment
Students will learn how dams affect Arizona.
Where It’s Happening: Find the Absolute and Relative Location of News Articles
Students will use latitude and longitude to locate where newspaper stories occurred.
A River: Dead or Alive Differences Between How Native Americans and European Colonists Treated a River
Students will look at how two groups of people have treated rivers / PO 4. Apply standard grammar and usage (e.g., subject-verb agreement, simple and compound sentences, appropriate verb tense, plurals) / 1-2 periods
2-3 periods
1-2 periods
1-2 periods
1 period
1 period
1 period / E1-PO2
E1-PO5
E2-PO1
E2-PO3
E2-PO4
E3-PO3
E3-PO4 / E2-PO4,7
E2-PO1,3,6
E2-PO3,5,7
E3-PO2,6
E2-PO1
E2
E3-PO2,5,6
E3-PO4
E2-PO4,6
E6-PO2
Trish
Hutchinson
Carol Warren
Carol Warren
Jane Chambers
Jane Chambers
Jane Chambers / The Human Face of Flagstaff?
Students will create a brochure emphasizing a community’s human features.
So That the Desert Can Blossom Like a Rose: Agriculture in the Desert
Students will summarize the life of an Arizona ranch family.
Desert Views—First Impressions: Travelers on the Gila Trail
Students will use primary sources to learn how early travelers viewed the Arizona desert.
Westward Ho: The Difficulties of Emigrants Moving West
Students will read fictional diaries and map the journey of families on the Oregon Trail.
Where It’s Happening: Find the Absolute and Relative Location of News Articles
Students will use latitude and longitude to locate where newspaper stories occurred.
A River: Dead or Alive Differences Between How Native Americans and European Colonists Treated a River
Students will look at how two groups of people have treated rivers / PO 5. Organize paragraphs with a variety of sentence structures (e.g., simple, compound) / 2-3 periods
1-2 periods
1-2 periods
1 period
1 period
1 period / E1-PO5
E2-PO1
E2-PO3
E3-PO1
E3-PO3
E3-PO4 / E2-PO1,3,6
E2-PO3,5,7
E3-PO2,6
E2-PO1
E2-PO5
E3-PO4
E2-PO4,6
E6-PO2
W-E2. Write a personal experience narrative or creative story that includes a plot and shows the reader what happens through well-developed characters, setting, dialog, and themes and uses figurative language, descriptive words and phrases
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)Carol Warren
Grace Wood / Mapping Roxaboxen
Students will identify human and physical features of the desert area of Yuma.
The Desert is Theirs: Adapting to Our Environment
Through literature, students will learn how humans and animals adapt to their environment. / PO 1. Write a personal experience narrative
- develop a story line in a sequence that is clear
- use descriptive words and phrases / 1-2 periods
3 periods / E1-PO3
E2-PO4 / E2-PO6
E2-PO2
E4-PO1
Grace Wood / Map Your State: Regions of Arizona
Students will use their knowledge of regions of Arizona to write a story. / PO2. Write a story
- develop a story line in a sequence that is clear
- develop the characters
- describe the setting
- use dialog when appropriate
- use descriptive words and phrases / 1-2 periods / E1-PO3 / E3-PO2
E4-PO1
W-E3. Write a summary that presents information clearly and accurately, contains the most significant details and preserves the position of the author
(Grades 4-5)
Note: For instructional purposes–not for state assessment
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)Grace Wood
Sara Jenkins
Trish Hutchinson
Carol Warren
Carol Warren
Barbara Post
Carol Warren
Jane Chambers / Let’s Travel: Travel Brochures for Arizona
Students will create a travel brochure on Arizona landmarks and why tourist should visit them.
Take Me to the River:
Students will learn how creating a dam on the Colorado River has affected the Mohave Indians.
The Mountain Community: Why Flagstaff?
Students will learn the economic conditions that have led to the settlement of Flagstaff.
So That the Desert Can Blossom Like a Rose: Agriculture in the Desert
Students will summarize the life of an Arizona ranch family.
Maize to Maquiladoras: Movement from Mexico to Arizona
Students will learn how people, ideas, and goods have moved from Mexico to Arizona.
The Gift of Water: Modifying Our Environment
Students will learn how dams affect Arizona.
River Through Time
Students will learn how technological changes in 1 place can lead to changes in other locations.
Where It’s Happening: Find the Absolute and Relative Location of News Articles
Students will use latitude and longitude to locate where newspaper stories occurred. / 1-3 periods
1-2 periods
1-2 periods
1-2 periods
1-2 periods
1 period
1-2 periods
1 period / E1-PO4
E1-PO4
E2-PO1
E2-PO1
E2-PO2
E2-PO4
E2-PO4
E3-PO3 / E2-PO2
E3-PO6
E2-PO3
E2-PO3,5,7
E3-PO2,6
E2-PO5
E2
E3-PO2,5,6
E2-PO2,5,6,7
E3-PO4
W-E4. Write an expository essay that contains effective introductory and summary statements and fully develops the ideas with details, facts, examples and descriptions
(Grades 4-5)
Note: For instructional purposes–not for state assessment
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)Trish Hutchinson
Jane Chambers / One of These Places is Just Like the Other
Students will use Flagstaff as an example of the characteristics which define the region of the Southwest.
A River: Dead or Alive Differences Between How Native Americans and European Colonists Treated a River
Students will look at how two groups of people have treated rivers. / 1 period
1 period / E1-PO1
E3-PO4 / E1-PO2,3
E2-PO4
E2-PO4,6
E6-PO2
W-E5. Write a report that conveys a point of view and develops a topic with appropriate facts, details, examples and descriptions from a variety of cited sources
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)PO 1. Write a report in own words that states, develops and provides a concluding statement for a point of view (perspective) about a topic that is narrow enough to be adequately covered
PO 2. Use logical sequence (including transitional words and phrases such as first, next, then)
PO 3. Provide support through facts, details, examples or descriptions that are appropriate, directly related to the topic and from a variety of cited sources
W-E6. Write formal communications, such as personal or business letters, messages, directions and applications, in an appropriate format and for a specific audience and purpose
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)Grace Wood
Barbara Post
Carol Warren
Barbara Post
Jane Chambers
Sara Jenkins
Sara Jenkins / Let’s Travel: Travel Brochures for Arizona
Students will create a travel brochure on Arizona landmarks and why tourist should visit them.
What’s Holding Up the Water
Students will learn how the Roosevelt Dam has changed Arizona.
Desert Views—First Impressions: Travelers on the Gila Trail
Students will use primary sources to learn how early travelers viewed the Arizona desert.
But We Need More. Where Will It Come From?
Students will learn about water conservation.
Westward Ho: The Difficulties of Emigrants Moving West
Students will read fictional diaries and map the journey of families on the Oregon Trail.
Paint My Counties: Map coloring the Counties of Arizona.
Students will identify the counties of Arizona
The Cherokee: Trail Where They Cried
Students will map the Trail of Tears and explore how boundaries change / PO 1. Write a formal communication in an appropriate format for a specific audience and purpose / 1-3 periods
1-2 periods
1-2 periods
1-2 periods
1 period
1 period
1-2 periods / E1-PO4
E1-PO5
E2-PO3
E2-PO4
E3-PO1
E3-PO2
E3-PO5 / E2-PO2
E2-PO2,3,5,6
E2-PO1
E1-PO3
E2
E2-PO5
E2-PO5,6
Barbara Post
Barbara Post
Barbara Post / Tooling Around Arizona: Reading Arizona Maps
Students will use Arizona maps to acquire, process, and report information.
What’s Holding Up the Water
Students will learn how the Roosevelt Dam has changed Arizona.
But We Need More. Where Will It Come From?
Students will learn about water conservation. / PO 2. Organize ideas in a meaningful sequence using transitional words or phrases (e.g., first, next, then) / 1-2 periods
1-2 periods
1-2 periods / E1-PO2
E1-PO5
E2-PO4 / E2-PO4,7
E2-PO2,3,5,6
E1-PO3
E2
Barbara Post
Barbara Post / Tooling Around Arizona: Reading Arizona Maps
Students will use Arizona maps to acquire, process, and report information.
What’s Holding Up the Water
Students will learn how the Roosevelt Dam has changed Arizona. / PO 3. Express ideas that are clear and directly related to the topic / 1-2 periods
1-2 periods / E1-PO2
E1-PO5 / E2-PO4,7
E2-PO2,3,5,6
W-E7. Write a response to a literary selection by supporting their ideas with references to the text, other works or experiences
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)PO 1. Write a clear response supported with examples from the text, other works or experiences
PO 2. Relate own ideas to supporting details in a clear manner
PO 3. Organize response with a clear beginning, middle and end
W-E8. Demonstrate research skills using reference materials such as a dictionary, encyclopedia and thesaurus to complete effectively a variety of writing tasks
Author / Title / Writing PO / Duration / Geography Standard(s) / Reading Standard(s)Trish
Hutchinson
Sara Jenkins
Sara Jenkins / The Human Face of Flagstaff?
Students will create a brochure emphasizing a community’s human features.
How the West was One: A Layered Look Book
Students will learn major characteristics that define the region of the West.
Read the USA: Passport to Regions
Students will identify the 5 themes of geography by reading tradebooks / PO 1. Implement a research strategy that includes
- selecting appropriate source for a specific research purpose
- utilizing reference materials (e.g., dictionary, thesaurus, encyclopedia,
informational trade books, multimedia sources, Internet)
- writing a paraphrase of information from a source
- recording relevant information (e.g., notes, graphs, tables) taken from a
research source
- organizing notes and integrating notes into a finished product
- incorporating notes into a finished product / 2-3 periods
1-4 periods
1-2 periods / E1-PO5
E3-PO1
E3-PO1 / E2-PO1,3,6
E2-PO4
E2-PO4
14