5.W.4 W.5.4 W.5.4 ELAGSE5W4 W.5.4 W.5.4 5W4 W.5.4 5.W.PDW.4 W.5.4 CC.1.4.5.D CC.1.4.5.J 5.W.7.P

Organizing Writing 5th Grade

Arizona Academic Standards: 5.W.4 Massachusetts Curriculum Frameworks: W.5.4
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.)
California Common Core State Standards: W.5.4
Produce clear and coherent writing (including multiple paragraph texts) 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.)
Common Core State Standards: Literacy.W.5.4 Georgia Math and ELA Standards: ELAGSE5W4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
New Jersey Student Learning Standards: W.5.4
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.)
New York State Next Generation Learning Standards: 5W4
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
Ohio's Learning Standards: W.5.4
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.)
Tennessee Academic Standards: 5.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Wisconsin Academic Standards: W.5.4
Produce clear and coherent writing in which the development and organization are culturally-sustaining and rhetorically authentic to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Pennsylvania Core Standards: CC.1.4.5.D
Group related information logically linking ideas within and across categories of information using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aiding comprehension. E05.E.1.1.1 - Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. E05.E.1.1.3 - Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). E05.E.1.1.6 - Provide a concluding section related to the analysis presented.
Pennsylvania Core Standards: CC.1.4.5.J
Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion. E05.E.1.1.1 - Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. E05.E.1.1.3 - Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). E05.E.1.1.6 - Provide a concluding section related to the analysis presented.
Arkansas Academic Standards: 5.W.7.P
Plan and revise writing by expanding or combining sentences for meaning, interest, and style.

Organizing Writing

Arizona Academic Standards: 5.W.4

Massachusetts Curriculum Frameworks: W.5.4

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.)

California Common Core State Standards: W.5.4

Produce clear and coherent writing (including multiple paragraph texts) 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.)

Common Core State Standards: Literacy.W.5.4

Georgia Math and ELA Standards: ELAGSE5W4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

New Jersey Student Learning Standards: W.5.4

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.)

New York State Next Generation Learning Standards: 5W4

Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

Ohio's Learning Standards: W.5.4

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.)

Tennessee Academic Standards: 5.W.PDW.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Wisconsin Academic Standards: W.5.4

Produce clear and coherent writing in which the development and organization are culturally-sustaining and rhetorically authentic to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Pennsylvania Core Standards: CC.1.4.5.D

Pennsylvania Core Standards: CC.1.4.5.J

Arkansas Academic Standards: 5.W.7.P

Plan and revise writing by expanding or combining sentences for meaning, interest, and style.

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