This text resource illustrates the Standards Map for the Grade 5 Writing domain in the Common Core State Standards.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Write (Opinion piece)
2 - State (Opinion [a])
5 - Create (Organizational structure [a])
3 - Group (Ideas [a])
2 - Order (Reasons [b])
1 - Link (Opinion and reason [c])
4 - Conclusion (Statement or section [d])
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1 - I can write opinion pieces on topics or texts, supporting a point of view with reasons and information.
2 - I can state an opinion. [a]
5 - I can create an organizational structure with ideas. [a]
3 - I can group ideas to support writer's purpose. [a]
2 - I can order reasons that support facts and details. [b]
1 - I can link opinion and reason using words, phrases, and clauses (e.g. consequently, specifically). [c]
4 - I can write a concluding statement or section related to my opinion presented.
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A. Opinion pieces gain reliability by referring to facts and details to use as support.
B. Logical placing of ideas creates cohesion and presents supports and links.
C. Supporting facts and details can be verified and logically answer the question without bias.
D. Transition words allow readers logical links between ideas.
E. Conclusions give readers a final grasp of the main purpose and points of the writing.
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A.1 Why is my opinion not enough support?
B.1 Why is grouping of ideas important?
C.1 How do I know if the facts and details support the argument?
D.1 How do transition words guide the reader?
E.1 How can conclusions guide readers?
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Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informative/Explanatory Texts
Topic [b]
Ideas [c]
Topic [d]
Conclusion [d]
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3 - Write (Informative / explanatory text)
3 - Introduce (Topic [a])
3 - Provide (General observation and focus [a])
2 - Group (Information [a])
3 - Include (Formatting [a])
3 - Include (Illustrations [a])
3 - Include (Multimedia [a])
2 - Develop (Topic [b])
2 - Link (Ideas [c])
2 - Use (Language and domain-specific vocabulary [d])
2 - Explain (Topic [d])
4 - Provide (Concluding statement or section [e])
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1 - I can write informative / explanatory texts to examine a topic.
1 - I can write informative / explanatory texts to convey ideas and information clearly.
3 - I can introduce a topic clearly through my writing. [a]
3 - I can, through writing, through my writing. [a]
2 - I can group related information logically, through my writing. [a]
3 - I can include formatting (e.g. headings) to may writing to aid comprehension. [a]
3 - I can include illustrations to may writing to aid comprehension. [a]
3 - I can include multimedia to may writing to aid comprehension. [a]
2 - I can develop a topic with facts. [b]
2 - I can develop a topic with definitions. [b]
2 - I can develop a topic with concrete details. [b]
2 - I can develop a topic with quotations. [b]
2 - I can develop a topic with information and examples. [b]
2 - I can link ideas within and across categories of information using words, phrases, and clauses. [c]
2 - I can use precise language and domain-specific vocabulary to inform. [d]
2 - I can explain a topic through my writing. [d]
2 - I can provide a concluding statement or section related to information or explanation presented. [e]
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A. The informative essay is a representation of facts leading to a logical conclusion that does not influence the reader.
B. Readers expect to find quality solutions when reading explanatory texts.
C. Readers want to quickly reach the main points.
D. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
E Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
F. Domain vocabulary sources and thesauruses help writers convey precise explanations.
G. Conclusions provide readers a final thought or spur further research, transitioning readers from the literature back to their own world.
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A.1 What is the purpose of an informative essay?
B.1 How do I decide what is relevant content?
C.1 How do organization and presentation support writing?
D.1 Why must my topic be carefully developed?
E.1 Why is some writing hard to follow?
F.1 How do I locate precise vocabulary?
G.1 Why are conclusions necessary?
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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narratives
Reader Orientation [a]
Narrative Techniques [b]
Transitional [c]
Details [d]
Conclusion
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2 - Write (Narratives)
4 - Organize (Event sequence [a])
2 - Use (Narrative techniques [b])
2 - Use (Transitional words, phrases, and clauses [c])
2 - Use (Words, phrases, and sensory details [d])
4 - Provide (Conclusion [e])
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2 - I can write narratives to develop real or imagined experiences or events using effective technique.
2 - I can write narratives to develop real or imagined experiences or events using descriptive details.
2 - I can write narratives to develop real or imagined experiences or events using clear event sequences.
4 - I can organize event sequences for a narrative that unfolds naturally. [a]
2 - I can use narrative techniques to develop experiences and events. [b]
2 - I can use narrative techniques to show the responses of characters to situations. [b]
2 - I can use transitional words, phrases, and clauses to manage the sequence of events. [c]
2 - I can use concrete word, phrases and sensory details to convey experiences and events precisely. [d]
4 - I can provide a conclusion that follows from the narrated experiences or events. [e]
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A. Clear event sequences help the writer to logically organize what happens in a story without omitting important parts.
B. Natural dialog, descriptions and pacing help readers better experience stories.
C. Transitional phrases aid readers in following relationships of ideas and sequences.
D. Sensory phrases and concrete words help readers relate to the writing as if present.
E. A conclusion to a narrative provides a sense of closure and may hint at possible continuations.
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A.1 What is the importance of clear event sequences?
B.1 How can I establish the situation, characters and events naturally?
C.1 Why are transitional phrases significant in writing?
D.1 How do sensory phrases enhance writing?
E.1 Why are conclusions necessary in narrations?
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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.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
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3 - Produce (Writing)
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3 - I can produce clear and coherent writing in which the development is appropriate to task.
3 - I can produce clear and coherent writing in which the development is appropriate to purpose.
3 - I can produce clear and coherent writing in which the development is appropriate to audience.
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A. The five parts of the writing process (prewriting, writing, revising, editing, and publishing) takes time to develop.
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A.1 Why is it important to develop writing?
A.2 Is there a process to writing?
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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 on pages 28 and 29.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
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3 - Develop (Writing)
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3 - I can develop and strengthen my writing by planning, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by revising, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by editing, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by rewriting, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by trying a new approach, with guidance and support from peers and adults.
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A. Fresh perspective helps a writer re-evaluate the piece of writing.
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A.1 How does one's thinking change, with time, about their writing?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Technology
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2 - Use (Technology)
2 - Produce (Writing)
2 - Publish (Writing)
2 - Demonstrate (Keyboarding skills)
2 - Collaborate (With others)
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2 - I can use technology (including the Internet) to produce writing, with some guidance and support from adults.
2 - I can produce written work, with some guidance and support from adults.
2 - I can publish written work, with some guidance and support from adults.
2 - I can demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
2 - I can collaborate with others to produce written work using technology.
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A. Technology brings resources and collaboration opportunities that can help writers develop skills and publish.
B. Adults provide experience and caution in research and writing and students often help adults with the technology side.
C. Virtual collaboration allows immediate support, discussion, resources and expertise when carefully executed.
D. Keyboarding skills enable writers to produce faster with less frustration.
E. The Internet must always be approached cautiously with reputable sources and publishing sites.
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A.1 How do I use digital tools to present and publish in a variety of media formats?
A.2 How does technology help me in writing?
A.3 Why do I need to be able to use technology when I write?
B.1 Why do schools have technology?
C.1 How does peer support help me write better?
C.2 Why do I collaborate with others?
D.1 Why should I become proficient at keyboarding quickly?
E.1 Why is adult guidance essential when using the Internet?
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Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Short Research Projects
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3 - Conduct (Research projects)
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1 - I can conduct short research projects that build knowledge through investigation of different aspects of a topic.
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A. Providing background for your research gives it credibility.
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A.1 Why do I have to research more than I use in my essay?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Relevant Information
Paraphrased Information
List
|
1 - Recall (Information)
1 - Gather (Information)
2 - Summarize/paraphrase (Information)
2 - Provide (List of sources)
|
1 - I can recall relevant information from experiences.
1 - I can gather relevant information from print sources.
1 - I can gather relevant information from digital sources.
2 - I can summarize or paraphrase information in notes.
2 - I can summarize or paraphrase information in finished work.
2 - I can provide a list of sources.
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A. Recalling information from personal experiences gives the student a real world connection to the information at hand.
B. Relevant,reliable information fits the organized categories to address the question.
C. Gathering from print, digital and other available sources provides variety in perspectives.
D. When I gather information, my brain uses past experiences to relate and learn.
E. Summarizing or paraphrasing catches the main ideas to present an overall statement.
F. By providing a list of sources, readers can check the information on their own.
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A.1 How does recalling information help in my writing?
B.1 How do I gather information and know if it is relevant?
C.1 Why do I gather information from a variety of sources?
D.1 Why might recalling experiences and gathering information be similar in process?
E.1 Why summarize or paraphrase?
F.1 Why is a list of sources provided?
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Evidence
Support
|
2 - Draw (Evidence)
3 - Apply (Standards grade 5 to literature [a])
3 - Apply (Standards grade 5 to informational texts [b])
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1 - I can draw evidence from literary or informational texts to support analysis.
1 - I can draw evidence from literary or informational texts to support reflection. [a]
1 - I can draw evidence from literary or informational texts to support research. [b]
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A. Taking an in-depth look at a text helps the reader think about the writing from a different perspective.
B. Literature (fiction) may present information and themes that readers receive and analyze more readily than in informational texts.
C. Researchers analyze texts and pursue information to answer questions.
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A.1 What is the benefit of analyzing writing?
B.1 How might we learn from literature?
C.1 Why is analysis like research?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
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1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
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1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
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A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
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A.1 How do different writing tasks affect amount of time spent?
A.2 What is reflection? How can we do it well?
A.3 What is revision? What is involved in doing it?
B.1 Why is it important to practice different writing tasks over different time restrictions?
B.2 How can what we write be affected by its purpose?
B.3 How can what we write be influenced by who we are writing to?
C.1. What does conducting research involve?
C.2. What does research enable us to produce?
C.3. How can you use others' work in your own?
C.4 How is research relevant to daily life?
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