Persuasive Text Prompts
5th Grade
|
|
|
Texas Essential Knowledge and Skills (TEKS):
5.19*
|
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. |
Alabama Course of Study Standards:
36
|
Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.
Examples: first, as a result, therefore, in addition |
Arizona Academic Standards:
5.W.1.a
Common Core State Standards:
Literacy.W.5.1a
Georgia Standards of Excellence (GSE):
ELAGSE5W1a
Kentucky Academic Standards (KAS):
W.5.1.a
Mississippi College- and Career-Readiness Standards:
W.5.1a
North Carolina - Standard Course of Study:
W.5.1.b
|
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. |
New York State Next Generation Learning Standards:
5W1a
|
Introduce a precise claim and organize the reasons and evidence logically. |
Tennessee Academic Standards:
5.W.TTP.1.a
|
Introduce a topic or text.
5.W.TTP.1.b - Develop an opinion through logically-ordered reasons that are supported by facts and details. |
Arizona Academic Standards:
5.W.1.b
Common Core State Standards:
Literacy.W.5.1b
Georgia Standards of Excellence (GSE):
ELAGSE5W1b
Kentucky Academic Standards (KAS):
W.5.1.b
Mississippi College- and Career-Readiness Standards:
W.5.1b
North Carolina - Standard Course of Study:
W.5.1.c
|
Provide logically ordered reasons that are supported by facts and details. |
New Jersey Student Learning Standards:
W.5.1.B
|
Provide logically ordered reasons that are supported by facts and details from text(s), quote directly
from text when appropriate. |
New York State Next Generation Learning Standards:
5W1b
|
Provide logically ordered reasons that are supported by facts and details from various
sources. |
Tennessee Academic Standards:
5.W.TTP.1.c
|
Create an organizational structure in which ideas are logically grouped to support the writer’s purpose. |
Arizona Academic Standards:
5.W.1.c
|
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). |
Common Core State Standards:
Literacy.W.5.1c
Georgia Standards of Excellence (GSE):
ELAGSE5W1c
Kentucky Academic Standards (KAS):
W.5.1.c
Mississippi College- and Career-Readiness Standards:
W.5.1c
|
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). |
North Carolina - Standard Course of Study:
W.5.1.d
Tennessee Academic Standards:
5.W.TTP.1.e
|
Link opinion and reasons using words, phrases, and clauses. |
New York State Next Generation Learning Standards:
5W1c
|
Use precise language and content-specific vocabulary while writing an argument. |
Ohio's Learning Standards:
W.5.1.c
|
Link opinion and reasons using words,
phrases, and clauses (e.g.,
consequently, specifically). |
Arizona Academic Standards:
5.W.1.d
Common Core State Standards:
Literacy.W.5.1d
Georgia Standards of Excellence (GSE):
ELAGSE5W1d
Kentucky Academic Standards (KAS):
W.5.1.d
Mississippi College- and Career-Readiness Standards:
W.5.1d
North Carolina - Standard Course of Study:
W.5.1.e
Tennessee Academic Standards:
5.W.TTP.1.d
|
Provide a concluding statement or section related to the opinion presented. |
New York State Next Generation Learning Standards:
5W1e
|
Provide a concluding statement or section related to the argument presented. |
Pennsylvania Core Standards:
CC.1.4.5.G
|
Write opinion pieces on topics or texts. |
Pennsylvania Core Standards:
CC.1.4.5.H
|
Introduce the topic and state an opinion on the topic
- 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.
|
Pennsylvania Core Standards:
CC.1.4.5.I
|
Provide reasons that are supported by facts and details; draw from credible sources.
- E05.E.1.1.2 - Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences
|
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.
|
Pennsylvania Core Standards:
CC.1.4.5.K
|
Write with an awareness of style.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Use sentences of varying length.
- E05.D.2.1.1 - Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
-
E05.D.2.1.2 - Choose words and phrases to convey ideas precisely.*
-
E05.D.2.1.3 - Choose punctuation for effect.*
-
E05.D.2.1.4 - Choose words and phrases for effect.*
-
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.1.1.4 - Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
-
E05.E.1.1.5 - Establish and maintain a formal style.
|
Pennsylvania Core Standards:
CC.1.4.5.L
|
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
- E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
-
E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
-
E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
-
E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
-
E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
-
E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
- inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
-
E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
-
E05.D.1.2.1 - Use punctuation to separate items in a series.*
-
E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
-
E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
-
E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
-
E05.D.1.2.5 - Spell grade-appropriate words correctly.
|
Florida - Benchmarks for Excellent Student Thinking:
ELA.5.C.1.3
|
Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions |
Florida - Benchmarks for Excellent Student Thinking:
ELA.5.V.1.1
|
Use grade-level academic vocabulary appropriately in speaking and writing. |
Arkansas Academic Standards:
5.W.1.S
|
Write an argument to persuade the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant evidence from sources. |
|
|
