<p> 1</p><p>Fifth Grade Writing/Language Arts Second Quarter – Unit 2 Criteria / Performance Indicators 1 2 3 4 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. b. Provide logically ordered reasons that are supported by facts and details  Provide reasons that are supported by: o facts o anecdotes o examples o quotes from the text  Use strategies to logically order reasons that support opinion o Save best reason for close to the end o Tie one reason to the next with good transitions c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).  Use mature transition words, phrases, and clauses to organize: o consequently o specifically o therefore o more specifically 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. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.  Include appropriate strategies to develop the topic: o providing facts and details o describing or analyzing the subject o narrating a relevant anecdote o including quotations o acknowledge information from sources</p><p>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 - Second Quarter Unit 2 Writing/Language Arts Common Core 2</p><p> Exclude extraneous details and inappropriate information d. Use precise language and domain-specific vocabulary to inform about or explain the topic..  Carefully choose words to precisely explain topic ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Prior Learning (CCGPS) Taught in fourth grade. Attention to pacing is new. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.  Use dialogue to develop experiences/events or show the response of characters to situations  Use careful pacing to develop experiences/events or show the response of characters to situations  Use description to develop experiences/events or show the response of characters to situations d. Use concrete words and phrases and sensory details to convey experiences and events precisely.  Carefully choose sensory details to convey experiences/events  Carefully choose concrete words and phrases to convey experiences/events ELACC.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) Prior Learning (CCGPS) Taught in fourth grade.  Use the stages of writing to produce a final copy.  Prewrite  Draft  Revise for the traits of writing: o ideas o word choice o sentence fluency o organization o voice  Revise to improve coherence and progression by adding, deleting, consolidating and rearranging text  Edit for conventions  Give and get feedback from peers to improve writing</p><p>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 - Second Quarter Unit 2 Writing/Language Arts Common Core 3</p><p> Use feedback to improve writing ELACC.5.W.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. Prior Learning (CCGPS) Taught in fourth grade. The typed page requirement increases from one to two pages in fifth grade.  Produce writing using technology such as: o Word o Powerpoint o Web 2.0 tools o Neo 2 boards  Publish writing using technology such as: o Word o Powerpoint o Web 2.0 tools o Neo 2 boards  Use technology to interact and collaborate with others: o wikis o blogs o other web 2.0 tools ELACC5.W.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Prior Learning (GPS) Taught in fourth grade.  Uses a variety of resources to research and share information on a topic: o Dictionary o Thesaurus o Encyclopedia o Electronic information o Almanac o Atlas o Magazines and newspapers 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</p><p>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 - Second Quarter Unit 2 Writing/Language Arts Common Core 4</p><p> 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.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Prior Learning (CCGPS) Taught in fourth grade.  Report on a topic, demonstrating: o logically sequenced ideas o appropriate facts that support main idea/theme o relevant, descriptive details that support main idea/theme o clear speech  Report on a text, demonstrating: o logically sequenced ideas o appropriate facts that support main idea/theme o relevant, descriptive details that support main idea/theme o clear speech  Report on an opinion, demonstrating: o logically sequenced ideas o appropriate facts that support main idea/theme o relevant, descriptive details that support main idea/theme o clear speech Language ELACC5L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects Prior Learning (CCGPS) New learning  Know the difference between verb tense and verb aspect  Identify the perfect verb aspect in writing and speaking o The perfect aspect is formed with the auxiliary verb 'to have' + the past participle. It is used for finished actions 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 - Second Quarter Unit 2 Writing/Language Arts Common Core 5</p><p> that are relevant to the time referred to or ones that continue up to the time referred to: o Examples: o She has worked here for 25 years. (this continues up to now) o I have lost my keys. (a past action that is relevant now as I can't open the door)  Correctly use the perfect verb aspect in writing and speaking c. Use verb tense and aspect to convey various times, sequences, states, and conditions. Prior Learning (CCGPS) Students should be familiar with verb tense. Verb aspect was introduced in fourth grade.  Identify the perfect verb aspect. o Use for finished actions or actions that continued up until the time being referred to o Used with the word have (or had) and the past participle  Examples: I had played. I have played. I will have played. d. Recognize correct and inappropriate shifts in verb tense and aspect. Prior Learning (CCGPS) Students should be familiar with verb tense. Verb aspect was introduced in fourth grade.  Identify simple(3rd grade), progressive(4th grade), and perfect verb aspect.  Differentiate between verb tense and aspect.  Determine whether there has been an inappropriate shift in verb tense or aspect.  Correct inappropriate shifts in verb tense and/or aspect. ELACC5L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use a comma to separate an introductory element from the rest of the sentence. Prior Learning (CCGPS) New learning.  Identify an introductory element in a sentence  Demonstrate proper use of a comma after an introductory element in a sentence when writing ELACC.5.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases</p><p>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 - Second Quarter Unit 2 Writing/Language Arts Common Core 6</p><p>Prior Learning (CCGPS) Introduced in fourth grade  Use print dictionaries, glossaries, and thesauruses to find pronunciation of key words and phrases  Use print dictionaries, glossaries, and thesauruses to determine precise meaning of key words and phrases  Use digital dictionaries, glossaries, and thesauruses to find pronunciation of key words and phrases  Use digital dictionaries, glossaries, and thesauruses to determine precise meaning of key words and phrases</p><p>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 - Second Quarter Unit 2 Writing/Language Arts Common Core</p>