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Fifth Grade
Writing/Language Arts
Third Quarter Unit 1 /

Criteria / Performance Indicators

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Writing
ELACC.5.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
Prior Learning (CCGPS) In fifth grade, there is more of an emphasis on logical organization and logically ordered reasons.
d. Provide a concluding statement or section related to the opinion presented.
·  Conclude with an “excellent ending”, leaving the reader satisfied
ELACC.5.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Prior Learning (CCGPS) Taught in fourth grade. Effective pacing is new learning.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
·  Use transition words and phrases to ensure coherence
e. Provide a concluding statement or section related to the information or explanation presented
·  Conclude with an “excellent ending”, leaving the reader satisfied
ELACC.5.W.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Prior Learning (CCGPS) Taught in fourth grade.
·  Use available resources to research and share information on different aspects of a topic:
o  dictionary
o  encyclopedias
o  books
o  Internet
o  table of contents
o  appendix (appendices)
o  index
·  Use strategies, such as using ABC order, to navigate through reference materials
·  Understand that the research process involves asking questions and searching for answers that may be presented in a variety of media.
·  Use relevant information to support their analysis and reflection
·  Take efficient notes during the research process
·  Know the functions of:
·  bibliography
·  citations
·  end notes
ELACC.5.W.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.
Prior Learning (CCGPS) Introduced in fourth grade. Summarizing and paraphrasing is new.
·  Use print and digital sources to gather information (see W7) to gather information
·  Differentiate between relevant and irrelevant information
·  Organize information into notes or use graphic organizer
·  Paraphrase information
·  Summarize information
·  Provide a list of sources (e.g., bibliography)
Speaking and Listening
ELACC.5.SL.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Prior Learning (CCGPS): Introduced in fourth grade.
·  Identify multimedia and visual elements
·  Determine when the addition of multimedia and/or visual elements is appropriate
ELACC.5.SL.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)
Prior Learning (CCGPS) Introduced in fourth grade.
·  Differentiation between tasks and situations
·  Determine the difference between formal and informal English
·  Determine whether formal or informal English is appropriate to task and situation
Language
ELACC.5.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
c. 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?). New learning
Prior Learning (GPS) This is new learning.
·  Analyze writing models to determine the effect of punctuation on meaning
·  Strengthen writing by editing for the correct use of commas
after introductory element
d. Use underlining, quotation marks, or italics to indicate titles of works.
Prior Learning (CCGPS) New learning
·  Know when to use underlining to indicate a title of a work:
o  e.g., when hand writing a title of a book, movie, or CD
·  Know when to use quotation marks to indicate a title of work:
o  e.g., when writing or typing the title of a smaller work within a larger one (song on a CD, chapter in a book, magazine article, etc.)
·  Know when to use italics to indicate titles of a work:
o  e.g., when typing the title of a book, movie, CD, etc.
ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Prior Learning (CCGPS) In third grade, students learned to produce simple, compound, and complex sentences.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
·  Revise for the writing trait of Sentence Fluency
·  Identify and use:
o  Compound sentences
o  Complex sentences
o  Compound-complex sentences
o  Simple sentences
o  Functional fragments

Credit for Templates:

From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8

Written by Kay Burke and published by Corwin Press

http://www.corwinpress.com

Troup County Schools 2014

Teacher Checklist – Third Quarter Unit 2

Writing/Language Arts Common Core