Grade 5
Language Arts
Writing
Standard 2

WRITING APPLICATIONS.
(GENRES AND THEIR CHARACTERISTICS)


 
Resources
Lesson Plans
Assessments
1.  Open Court materials

 (a)  Framework for Effective Teaching, Grade 5, Book 1 (Teacher's Guide)

 (b)  Collections for Young Scholars, Grade 5, Vols. 1 and 2

 (c)  Explorer's Notebook, Vol. 5 (student workbook)

 (d)  Reading/Writing Connection, Vol. 5 and Response Guide

 (e)  Reading/Writing Connection, Grade 5

 (f)  Essay and Writing Assessment Masters

 (g)  Comprehension Assessment Masters

 (h)  Teacher Tool Cards, Student Tool Cards
  - Writer's Craft/Reading
  - Grammar, Mechanics and Usage
  - Spelling and Vocabulary
  - Study and Research
  - Classroom Supports

 (i)  Reproducible Masters, Parts 1 and 2

 (j)  Learning Framework Cards

 (k)  Continuous Assessment Masters

 (l)  Research Assessment 

 (m)  Formative Assessment

2.  American Book English (grammar text), American Book Co., D.C. Death and Co.

3.  SRA Reading Laboratory materials

4.  San Mateo Spelling materials

5.  Reading chain sets of novels, biographies, nonfiction, picture books, plays at each individual school site

6.  Formula-Three Reading-Spelling-Learning Program Instruction Manual

See Tool Cards on Study and Research, 96-112.
Previously Published Data

1.) Have students think about the day they were born and fill out the What I Know section of the K-W-L chart. After listening to read-alouds of one or more books that fit the theme, "on the day I was born," students fill in the What I Want to Learn section of the chart. Their questions should include: when and where they were born; who was there; the sequence of events (including family anecdotes); and how/ why they were given their name. Have students interview many family members and list the information in the What I Learned section of the chart. Students then choose a point of view from which to tell the story -first person, second person, or third person omniscient. If they use the second person they should identify who is telling the story. Have students arrange the material in a sequence of events and frame it with an attention grabbing introduction and a satisfying conclusion.

2.) Have students bring photos and other visual aides for the oral presentation of their narrative. Students could create a Hyperstudio stack for the sequence of events. Photos can be scanned and imported into the stack. Have students score their first draft in a pair revision and rewrite. Score the narratives on a rubric of Writing Performance Levels or on a task specific rubric. Take the piece to publication using a word processing program or a multimedia program such as Hyperstudio.
1.  Explorer's Notebook, Vol.5

2.  Reading/Writing Connection, Vol. 5

3.  Response Guide

4.  Reading and Writing Skills Practice, Grade 5

5.  Spelling tests

6.  Essay and Writing Assessment Masters

7.  Comprehension Assessment Masters

8.  Reproducible Masters, Parts 1 and 2

9.  Students' research papers and other writing samples

10.  SPJUSD writing rubrics

Previously Published Data

Writing Performance Levels Grades 3-5

Score Point 4:

Effective Writing 

Performance:

  • is interesting and easy to understand with clear connections between thoughts
  • is well organized
  • develops ideas with specific details
  • uses a variety of sentence structures
  • shows general command of grammar, spelling, conventions, and punctuation with infrequent errors

    •  

     

    Score Point 3:

    Competent Writing 

    Performance:

  • is understandable although some ideas are not well connected
  • shows a simple sense of organization
  • gives reasons and examples but may lack complete explanations
  • contains sentence structure which, although simplistic, is mostly correct
  • shows a developing command of grammar, spelling, conventions, and punctuation, with occasional errors

    •  

     

    Score Point 2:

    Basic Writing 

    Performance:

  • contains some ideas which are difficult to understand
  • may show minimal organization although most ideas are not connected
  • includes few details or examples
  • has sentence structure, grammar, spelling, conventions, and punctuation errors that are frequent and interfere with the message

    •  

     

    Score Point 1:

    Minimal Writing 

    Performance:

  • has ideas that are vague and without focus
  • does not include details
  • has continuous sentence structure, grammar, spelling, conventions, and punctuation errors

    •