Writing Teaching Resources


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Based on the Common Core State Standards in America, Writing in Grade 5 requires students to understand the following:

  • 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.) (CCSS.ELA-LITERACY.W.5.4)
  • 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 here.) (CCSS.ELA-LITERACY.W.5.5)
  • 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. (CCSS.ELA-LITERACY.W.5.6)
  • 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. (CCSS.ELA-LITERACY.W.5.10)
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (CCSS.ELA-LITERACY.W.5.7)
  • 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. (CCSS.ELA-LITERACY.W.5.8)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS.ELA-LITERACY.W.5.9)
  • 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]"). (CCSS.ELA-LITERACY.W.5.9.A)
  • 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]""). (CCSS.ELA-LITERACY.W.5.9.B)
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS.ELA-LITERACY.W.5.1)
  • 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. (CCSS.ELA-LITERACY.W.5.1.A)
  • Provide logically ordered reasons that are supported by facts and details. (CCSS.ELA-LITERACY.W.5.1.B)
  • Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (CCSS.ELA-LITERACY.W.5.1.C)
  • Provide a concluding statement or section related to the opinion presented. (CCSS.ELA-LITERACY.W.5.1.D)
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS.ELA-LITERACY.W.5.2)
  • 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. (CCSS.ELA-LITERACY.W.5.2.A)
  • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS.ELA-LITERACY.W.5.2.B)
  • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (CCSS.ELA-LITERACY.W.5.2.C)
  • Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS.ELA-LITERACY.W.5.2.D)
  • Provide a concluding statement or section related to the information or explanation presented. (CCSS.ELA-LITERACY.W.5.2.E)
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELA-LITERACY.W.5.3)
  • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS.ELA-LITERACY.W.5.3.A)
  • Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (CCSS.ELA-LITERACY.W.5.3.B)
  • Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (CCSS.ELA-LITERACY.W.5.3.C)
  • Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS.ELA-LITERACY.W.5.3.D)
  • Provide a conclusion that follows from the narrated experiences or events. (CCSS.ELA-LITERACY.W.5.3.E)