I-CANyons Parent Toolkit for Fifth Grade Language Arts (ELA)
Writing: I CAN...
Standard
Write opinion pieces using ordered reasons supported by facts and details.
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Core Standard
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a 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. b Provide logically ordered reasons that are supported by facts and details. c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d Provide a concluding statement or section related to the opinion presented. |
In Other Words
The student can create writing that clearly states an opinion, in an organized, logically grouped, supported structure. The writing will link opinions to reasons, using specific supports, with a clear opening and closing paragraph or statement. There will be a variety of transitional words, and phrases that help to support the writer's opinion.
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If Mastered
Using an opinion essay/piece of writing, have the student create a campaign to support your text. Transform the text into a persuasive poster (via comic life, a template on word, etc.), a persuasive power point, or a speech. Share both your writing, AND your presentation together.
Improve upon an opinion text by using different methods to support the stated opinion (ie. use facts, numbers, examples, etc.). Have the student try out a new method of support, and make sure they have multiple types of supports within the text. Also be sure they include descriptive words/phrases when creating the supports. |
If Not Yet Mastered
Begin by writing persuasive paragraphs with the student. Use this link to a practice activity that will help with writing persuasive paragraphs on multiple topics. (use the page multiple times, with multiple topics). Once the student is comfortable writing persuasive paragraphs, move to writing persuasive essays (4-5 paragraphs) that stay on topic, with supportive paragraphs. Use this link to add in linking/transition words, and create multiple paragraphs.
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Standard
Write narrative texts to develop real or imagined experiences with a well-developed conclusion.
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Core Standard
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. W 5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L. 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). |
In Other Words
The student can create narrative pieces of writing (real or imagined) that has an organized natural flowing sequence of events. The student can use description and dialogue within the writing, and transition words. There will also be a conclusion that flows from the narrated experiences or events.
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If Mastered
Encourage the student to take a written text and extend the the level of detail. One way to do this, is to add multiple dialogue conversations between characters and do so with a different "voice/personalities" that are obvious because of what they say. Encourage the student to think about the different points of view of each character when writing. Another way to lengthen and improve the narrative is to add multiple descriptions of each event. One way to encourage this type of descriptive writing is to challenging the student to write a description and read it to you. As they read, draw/visualize what is happening or being described, then show/tell them what you have drawn or visualized.
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If Not Yet Mastered
Pick one (or more if the student needs more support) graphic organizer(s) from this link and fill it out to get ideas down on paper. Use the graphic organizer(s) to guide, and then begin writing. With the first practice, help the student use their ideas to write a 2 to 3 paragraph narrative text. For the first few practices, guide student writing and help as much as needed. Gradually do less and less with each practice. Also, with each progress practices, add length, detail, and descriptive words and phrases.
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StandardWrite informative texts to convey ideas with supporting details, quotations, and specific vocabulary.
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Core StandardW.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a 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. b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d Use precise language and domain-specific vocabulary to inform about or explain the topic. e Provide a concluding statement or section related to the information or explanation presented. W. 5.7 Conduct short research products that use several sources to build knowledge through investigation of different aspects of a topic. RI. 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. L. 5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. |
In Other WordsThe student can write "factual" text that conveys information in an organized, logical way. Add illustrations and multimedia pieces to aid in comprehension. Develop the topic with facts, definitions, appropriate vocabulary, with a concluding statement or section related to information presented.
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If MasteredCreate an information text and extend it by putting it into a published work. Extend the written text by creating developed "chapters", and/or organized sections within a published iBook, "bare book" (bound blank pages), or other "book form". Link at least 5 different subgroups within the text, and use related vocabulary in new and effective ways. Look up new words that go with the text and use the correctly within the written work.
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If Not Yet MasteredRead or discuss what you know about an "information" topic with the student. Make a list of at least 3 "facts" about the topic. Take the information and WITH the student create an organized paragraph. Be sure to include a solid conclusion. Continue this process, each time doing a little less of the process with them. (First time, help them form all the sentences, second time, only do 4 of the 5 sentences, third time help with only 3 sentences or less, etc.) Continue to help with the writing, ONLY if they need it. As things progress, add more text/paragraphs in increase until the student can write a 3 to 5 paragraph piece of writing.
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StandardUse technology to produce and publish writing.
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Core StandardW.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W. 5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. |
In Other WordsThe student can produce and "publish" writing on their own (and with others) by using technology (including the internet). They have the keyboarding skills necessary to create a writing piece that is a minimum of two pages in a single setting.
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If MasteredTake a writing piece, and create different "versions" of the piece. For example, if the student has written a narrative story, type it into a word document, AND create a power point presentation with illustrations to go along with it. If the student has created a non-fiction piece of writing, create an iBook, along with a power point/word document, etc. Extend the project by having multiple representations of it, using different types of technology. Also, have students use the internet for a variety of purposes, that would lead to different writing projects, and collaborative activities.
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If Not Yet MasteredPractice 1.) If keyboarding is the issue, use Dance Mat Typing to practice those typing skills. 2.) If it's the production of writing, that the student struggles with, try to spend 10-20 min typing a "journal", story, blog, etc. each day. 3.) With adult supervision, give students a topic to look up/read about/interact with on the internet. After gaining background knowledge, information, etc. from the internet, have the student create a writing piece. (Blog, create story, write an essay, etc.)
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