Delaware English Language Arts KUD
GRADE 5- Text Types and Purposes
Writing Standard 1
|College and Career Readiness (CCR) Anchor Writing Standard 1: |
|Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient |
|evidence. |
|CCSS – Grade Specific Writing Standard 1: Text Types and Purposes |
|Grade 4: Write opinion pieces |Grade 5: Write opinion pieces on topics or |Grade 6: Write arguments to support claim(s)|
|on topics or texts, supporting a |texts, supporting a point of view with |with clear reasons and relevant evidence. |
|point of view with reasons and |reasons and information. |a. Introduce claim(s) and organize the |
|information. |a. Introduce a topic or text clearly, state |reasons and evidence clearly. |
|a. Introduce a topic or text clearly, state |an opinion, and create an organizational |b. Support claim(s) with clear reasons and |
|an opinion, and create an organizational |structure in which ideas are logically |relevant evidence, using credible sources and|
|structure in which related ideas are grouped |grouped to support the writer's purpose. |demonstrating an understanding of the topic |
|to support the writer's purpose. |b. Provide logically ordered reasons that are|or text. |
|b. Provide reasons that are supported by |supported by facts and details. |c. Use words, phrases, and clauses to clarify|
|facts and details. |c. Link opinion and reasons using words, |the relationships among claim(s) and reasons.|
|c. Link opinion and reasons using words and |phrases, and clauses (e.g., consequently, | |
|phrases (e.g., for instance, in order to, in |specifically). |d. Establish and maintain a formal style. |
|addition). |d. Provide a concluding statement or |e. Provide a concluding statement or |
|d. Provide a concluding statement or |section related to the opinion presented. |section that follows from the argument |
|section related to the opinion presented. | |presented. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural and Application) |
|Persuasion and argument |Good persuasive writers control the message |Identify an issue in a topic or text |
|Difference between relevant and irrelevant |by addressing the needs of the audience and |Distinguish the pros and cons |
|evidence |building a reasoned and logical case to |Select an opinion/ position |
|Opinion/position |support a clear position. |Develop an opinion/ position /claim |
|Reason(s) (e.g., claims, support) | |Use primary and secondary sources to locate, |
|Evidence (e.g., examples, statistics, data, |Good authors use model/examples texts to |sort, and select reasons based on facts, |
|credible personal and expert opinions, facts)|guide them as they compose their own |examples, and/or evidence for both sides |
|Logical argument |persuasive pieces. |acknowledge the opposing point of view |
|Primary sources | |differentiating between relevant and |
|Secondary sources (e.g., UDLib/Search) | |irrelevant reasons/evidence |
|Effective introduction (e.g., one that takes | |using an appropriate variety of |
|a clear position, clarifies the issue, | |reasons/evidence |
|provides necessary background) | |addressing the needs of the audience |
|Logical order of supporting reasons (e.g., | |prioritizing the reasons/evidence |
|weakest to strongest argument, strongest to | |Select an appropriate writing format |
|weakest argument) | |Write opinion/position pieces on topics or |
|Awareness of audience | |texts, supporting a point of view with |
|Organizational pattern/ structure | |reasons and information by: |
|Linking/transition words, phrases, clauses | |introducing a topic or text |
|(e.g., for instance, in order to, in | |stating an opinion |
|addition, consequently, specifically) | |creating an organizational structure in which|
|How to use linking/transition words (e.g., on| |related ideas are grouped to support the |
|the other hand) to show relationship | |writer’s purpose |
|Strategies for dealing with opposing point of| |providing logically ordered reasons that are |
|view (e.g., rebuttal, concession, | |supported by facts and details |
|acknowledgement) | |acknowledging alternate or opposing claim(s) |
|How to avoid unsupported reasons | |providing a concluding statement or section |
|Format choices (e.g., letters [business and | |related to the opinion/position presented |
|friendly], simple editorial, advertisements) | |Linking opinion/position and reasons using |
|Effective conclusion (e.g., one that begins | |words, phrases, and clauses |
|to move beyond summary, call to action, next | |Using linking/transition words that show |
|step) | |relationships |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 5) |
|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. |
GRADE 5- Text Types and Purposes
Writing Standard 2
|College and Career Readiness (CCR) Anchor Writing Standard 2: |
|Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective |
|selection, organization, and analysis of content. |
|CCSS – Grade Specific Writing Standard 2: Text Types and Purposes |
|Grade 4: Write |Grade 5: Write informative/ |Grade 6: Write informative/ |
|informative/explanatory |explanatory texts to examine a |explanatory texts to examine a |
|texts to examine a topic and |topic and convey ideas and |topic and convey ideas, |
|convey ideas and |information clearly. |concepts, and information |
|information clearly. |a. Introduce a topic clearly, provide a |through the selection, |
|a. Introduce a topic clearly and group |general observation and focus, and group |organization, and analysis of |
|related information in paragraphs and |related information logically; include |relevant content. |
|sections; include formatting (e.g., |formatting (e.g., headings), illustrations, |a. Introduce a topic; organize ideas, |
|headings), illustrations, and multimedia when|and multimedia when useful to aiding |concepts, and information, using strategies |
|useful to aiding comprehension. |comprehension. |such as definition, classification, |
|b. Develop the topic with facts, definitions,|b. Develop the topic with facts, definitions,|comparison/contrast, and cause/effect; |
|concrete details, quotations, or other |concrete details, quotations, or other |include formatting (e.g., headings), graphics|
|information and examples related to the |information and examples related to the |(e.g., charts, tables), and multimedia when |
|topic. |topic. |useful to aiding comprehension. |
|c. Link ideas within categories of |c. Link ideas within and across categories of|b. Develop the topic with relevant facts, |
|information using words and phrases (e.g., |information using words, phrases, and clauses|definitions, concrete details, quotations, or|
|another, for example, also, because). |(e.g., in contrast, especially). |other information and examples. |
|d. Use precise language and domain-specific |d. Use precise language and domain-specific |c. Use appropriate transitions to clarify the|
|vocabulary to inform about or explain the |vocabulary to inform about or explain the |relationships among ideas and concepts. |
|topic. |topic. |d. Use precise language and domain-specific |
|e. Provide a concluding statement or |e. Provide a concluding statement or |vocabulary to inform about or explain the |
|section related to the information or |section related to the information or |topic. |
|explanation presented. |explanation presented. |e. Establish and maintain a formal style. |
| | |f. Provide a concluding statement or |
| | |section that follows from the information or |
| | |explanation presented. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural and Application) |
|Informative/explanatory writing |Good authors of informative/ explanatory |Select an interesting, yet manageable, |
|Topic |writing develop texts that examine a topic |subject for writing or one that meets the |
|Relevant information(e.g., facts, |and convey ideas and information clearly. |requirements of the assignment |
|definitions, concrete details, personal | |Analyze and use primary and secondary sources|
|experiences, quotations, observations, |Good authors use informative/explanatory |to locate, sort (categorize, classify) and |
|interviews) |writing to communicate information related to|select relevant facts, definitions, concrete |
|Organizational patterns (e.g., definition, |real-world tasks. |details, quotations or other information and |
|classification, comparison/contrast, and | |examples |
|cause/effect) |Good authors use model/example texts to guide|differentiating between relevant and |
|Formatting devices (e.g., headings, bold |them as they compose informative/expository |irrelevant information |
|print, italics, captions, bullets) |texts. |addressing the needs of the audience |
|Graphics (e.g., charts, tables, drawings) | |generating new ideas and/or perspectives |
|Multimedia |Good readers and writers write to make |avoiding plagiarism |
|Domain-specific vocabulary |meaning of what they read. |selecting an organizational pattern |
|Style (e.g., formal, informal, specific to | |appropriate for the topic and purpose |
|audience) | |Select an appropriate writing form |
|Primary sources | |Write informative/ |
|Secondary sources (e.g., UDLib/Search) | |explanatory texts to examine a topic and |
|Effective introduction/ hook (e.g., one that | |convey ideas and information clearly by |
|is separate from the body and presents a | |engaging the reader with an introduction/ |
|simple thesis) | |hook that presents the topic |
|Awareness of audience | |introducing the topic clearly providing a |
|Linking /Transition words, phrases, clauses | |general observation and focus |
|(e.g., in contrast, especially) | |grouping related information logically |
|Forms (e.g., letters to appropriate | |addressing the needs of the audience |
|individuals/organizations (editor, boards, | |developing topic with facts, definitions, |
|business), summaries, reports (book, | |concrete details, quotations or other |
|research), essays, articles (newspaper, | |information and examples related to the topic|
|magazine), messages/memos, notices, | |linking ideas within and across categories |
|biography, autobiography, reviews) | |and information using words, phrases, and |
|Effective conclusion/hook that moves beyond | |clauses |
|summary (e.g., answer the “so what?” question| |using formatting devices to aid comprehension|
|about the significance of the issue) | |when appropriate |
| | |using precise language and domain-specific |
| | |vocabulary to inform about or explain the |
| | |topic |
| | |providing a concluding statement or section |
| | |that follows from the information or |
| | |explanation presented |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 5) |
|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. |
GRADE 5- Text Types and Purposes
Writing Standard 3
|College and Career Readiness (CCR) Anchor Writing Standard 3: |
|Write narratives to develop real or imagined experiences or events using effective technique, well- |
|chosen details, and well-structured event sequences. |
|CCSS – Grade Specific Writing Standard 3: Text Types and Purposes |
|Grade 4: Write narratives to |Grade 5: Write narratives to |Grade 6: Write narratives to |
|develop real or imagined |develop real or imagined |develop real or imagined |
|experiences or events using |experiences or events using |experiences or events using |
|effective technique, descriptive |effective technique, |effective technique, relevant |
|details, and clear event |descriptive details, and clear |descriptive details, and well- |
|sequences. |event sequences. |structured event sequences. |
|a. Orient the reader by establishing a |a. Orient the reader by establishing a |a. Engage and orient the reader by |
|situation and introducing a narrator and/or |situation and introducing a narrator and/or |establishing a context and introducing a |
|characters; organize an event sequence that |characters; organize an event sequence that |narrator and/or characters; organize an event|
|unfolds naturally. |unfolds naturally. |sequence that unfolds naturally and |
|b. Use dialogue and description to develop |b. Use narrative techniques, such as |logically. |
|experiences and events or show the responses |dialogue, description, and pacing, to develop|b. Use narrative techniques, such as |
|of characters to situations. |experiences and events or show the responses |dialogue, pacing, and description, to develop|
|c. Use a variety of transitional words and |of characters to situations. |experiences, events, and/or characters. |
|phrases to manage the sequence of events. |c. Use a variety of transitional words, |c. Use a variety of transition words, |
|d. Use concrete words and phrases and sensory|phrases, and clauses to manage the sequence |phrases, and clauses to convey sequence and |
|details to convey experiences and events |of events. |signal shifts from one time frame or setting |
|precisely. |d. Use concrete words and phrases and sensory|to another. |
|e. Provide a conclusion that follows from |details to convey experiences and events |d. Use precise words and phrases, relevant |
|the narrated experiences or events. |precisely. |descriptive details, and sensory language to |
| |e. Provide a conclusion that follows from |convey experiences and events. |
| |the narrated experiences or events. |e. Provide a conclusion that follows from |
| | |the narrated experiences or events. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural and Application) |
|Narrative writing |Good authors of narrative writing effectively|Select/identify real or imagined experiences |
|Topic |develop real or imagined experiences or |or event(s) to tell about |
|Event(s) (topic and situation-what happened. |events to tell a story that engages the |Select/identify details about an event(s) and|
|For example, “my dog” is a topic; “my dog ate|reader. |people |
|my homework” is an event) | |differentiating between relevant and |
|Characters |Good authors use model/example texts to guide|irrelevant details |
|Characters responses to situations |them as they compose their own narrative |addressing the needs of the audience |
|Narrator |pieces. |selecting an organizational pattern |
|Dialogue | |appropriate for the topic and purpose |
|Elaboration |Good authors use narrative elements to |Select an appropriate writing form |
|Awareness of audience |develop other kinds of writing such as |Write narratives to |
|Description |argumentative and informational texts. |develop real or imagined |
|Reaction/response (e.g., Why was the event | |experiences or events using |
|important? How did the event make you feel?)| |effective technique, |
|Organizational pattern(s) (e.g., | |descriptive details, and clear |
|chronological, | |event sequences by |
|reflective, flashback) | |orienting the reader by establishing a |
|Relevant, concrete details/examples | |situation and introducing a narrator and/or |
|Difference between relevant and irrelevant | |characters; |
|details | |organizing an event sequence that unfolds |
|Sensory images (e.g., figurative language: | |naturally |
|descriptions of how things look, feel, smell,| |using narrative techniques, such as dialogue,|
|taste, sound) | |description, and pacing, to develop |
|Transitional words and phrases | |experiences and events or show the responses |
|Sequence of events | |of characters to situations |
|Closure/ending/conclusion | |using a variety of transitional words, |
|Forms (e.g., short stories, journals, poems, | |phrases, and clauses to manage the sequence |
|personal essays) | |of events |
| | |using concrete words and phrases and sensory |
| | |details to convey experiences and events |
| | |precisely |
| | |providing a conclusion that follows from the |
| | |narrated experiences or events |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 5) |
|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. |
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