WRITING STANDARDS | expeditionhr

Writing standards from the ELA Common Core with student language learning targets:

CS Standards: Writing

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.

I can write an informative/explanatory text that has a clear topic.
I can group supporting facts together about a topic in an informative/explanatory text.
I can use text, formatting, illustrations, and multi-media to support my topic.
I can develop the topic with facts, definitions, details, and quotations.
I can use linking words and phrases to connect ideas within categories of information (e.g., in contrast, especially).
I can use contextually specific language/vocabulary to inform or explain about a topic.
I can construct a concluding statement or section of an informative/explanatory text.
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
I can use the 6+1 traits to write narrative texts.

I can introduce the narrator/characters of my narrative.
I can organize events in an order that makes sense in my narrative.
I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters.
I can use transitional words, phrases, and clauses to show passage of time in a narrative text.
I can use sensory details to describe experiences and events precisely.
I can write a conclusion to my narrative.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
I can produce clear and coherent writing that is appropriate to task, purpose, and audience.
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.

I can use the writing process to produce clear and coherent writing (with support).

W.5.8. 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.

I can document what I learn about a topic by sorting evidence into categories.
W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 5 reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
Apply grade 5 reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

I can choose evidence from fifth-grade literary or informational texts to support analysis, reflection and research.

(e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact].”)
(e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s].”)

W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
I can write for a variety of reasons.

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