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:
present effective introductions and concluding paragraphs;
guide and inform the reader's understanding of key ideas and evidence;
include specific facts, details, and examples in an appropriately organized structure; and
use a variety of sentence structures and transitions to link paragraphs;
