5th Grade Writing


5th Grade Writing Standards


Text Types and Purposes

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. tools-icon
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. tools-icon
b. Provide logically ordered reasons that are supported by facts and details. tools-icon
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). tools-icon
d. Provide a concluding statement or section related to the opinion presented. tools-icon
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. tools-icon
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. tools-icon
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. tools-icon
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). tools-icon
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. tools-icon
e. Provide a concluding statement or section related to the information or explanation presented. tools-icon
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. tools-icon
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. tools-icon
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. tools-icon
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. tools-icon
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. tools-icon
e. Provide a conclusion that follows from the narrated experiences or events. tools-icon

Production and Distribution of Writing

W.5.4 Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CA tools-icon
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. tools-icon
W.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. tools-icon

Research to Build and Present Knowledge

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. tools-icon
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. tools-icon
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. tools-icon
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). tools-icon
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). tools-icon

Range of Writing

W.5.10 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. tools-icon
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