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Texas Essential Knowledge and Skills (TEKS)

Expository Writing - Composition

Grade: 5th Grade
Standard:

5.15*

Description:

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

Standard:

CC.1.4.5.A

Description:

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

Standard:

CC.1.4.5.B

Description:

Identify and introduce the topic clearly.
  • 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.

Standard:

CC.1.4.5.C

Description:

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.
  • E05.E.1.1.2 - Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.

Standard:

5.15.B*

Description:

develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

Standard:

CC.1.4.5.D

Description:

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.

Standard:

CC.1.4.5.E

Description:

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.

Standard:

Literacy.W.5.2a

Description:

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.

Standard:

Literacy.W.5.2b

Description:

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Standard:

CC.1.4.5.F

Description:

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.

Standard:

Literacy.W.5.2c

Description:

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Standard:

Literacy.W.5.2d

Description:

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Standard:

Literacy.W.5.2e

Description:

Provide a concluding statement or section related to the information or explanation presented.

Standard:

5.18*

Description:

Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

Standard:

5.18.A*

Description:

create multi-paragraph essays to convey information about the topic that:
  1. present effective introductions and concluding paragraphs;
  2. guide and inform the reader's understanding of key ideas and evidence;
  3. include specific facts, details, and examples in an appropriately organized structure; and
  4. use a variety of sentence structures and transitions to link paragraphs;

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