Fifth Grade Essential
Writing Standards Program
Victor Elementary School
District
Acknowledgements
There were many people who were involved in the development of this
document. They spent many long hours above and beyond their regular day. The
committee studied the experts, developed and piloted the material in their own
classrooms, and came back and revised again and again until they felt the material
was good enough to publish. I wish to thank them for their dedication,
perseverance and, most of all, their passion for wanting students to have the best
writing instruction possible.
Chris Richards
By Grade Level:
First Grade: Ann Dollar and Judy Recce
Second Grade: Michelle Dale and Glenda Lindberg
Third Grade: Chris Richards and Viki McDonald
Fourth Grade: Effie Blubaugh and Joni Siefert
Fifth Grade: Joni Siefert and Effie Blubaugh
Sixth Grade: Tonya Almeida and Melissa Edwards
This committee would also like to thank many of the teachers in our district for
piloting their grade level sections, sharing their own materials, their expertise, and
providing us with invaluable feedback.
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2
VICTOR ELEMENTARY SCHOOL DISTRICT
FIFTH GRADE WRITING RESOURCE PACKET
TABLE OF CONTENTS
1. FIFTH GRADE WRITING STANDARDS………………………………………………….4-8
2. Essential Writing Standard #1: Narratives
Narrative Poster……………………………………………………………………9
Narrative Long Form Scoring Guide…………………………………………..10-14
Narrative Conference Scoring Sheet…………………………………………15-16
Narrative Mini Scoring Sheet……………………………………………………17
Strategy Lessons for the Narrative……………………………………………..18-21
Transition Word List………………………………………………………………..22-23
Narrative Writing Prompt………………………………………………...………24
Resources for the Narrative……………………………………………………..25-26
3. Essential Writing Standard #2: Response to Literature
Response to Literature Writing Poster………………………………………….27
Response to Literature Writing Long Form Scoring Guide…………………28-32
Response to Literature Writing Conference Scoring Sheet……………….33-34
Response to Literature Writing Mini Scoring Sheet………………………….35
Strategy Lessons for Response to Literature Writing………………………...36-46
Response to Literature Writing Prompt………………………………..……...47
Resources for Response to Literature Writing………………………………..48-49
4. Essential Writing Standard #3 Expository
Expository Poster…………………………………………………………………..50
Expository Long Form Scoring Guide………………………………………….51-55
Expository Conference Scoring Sheet………………………………………...56-57
Expository Mini Scoring Sheet……………………………………………………58
Strategy Lessons for Expository Writing………………………………………..59-61
Transitions for Expository Writing…………………………………………………62
Expository Writing Prompt………………………………………………………..63
Resources for Expository Writing………………………………………………..64
5. Essential Writing Standard #4 Persuasive
Persuasive Poster…………………………………………………………………..65
Persuasive Long Form Scoring Guide………………………………………….66-70
Persuasive Conference Scoring Sheet………………………………………...71-72
Persuasive Mini Scoring Sheet……………………………………………………73
Strategy Lessons for Persuasive Writing………………………………………...74-76
Persuasive Writing Prompt………………………………………………………...77
Resources for Persuasive Writing…………………………………………………78
6. Other Resources
Fifth Grade High Frequency Writing List…………………………………………79-82
Class Analysis Sheet…………………………………………………………………83
Student/Class Writing Profile Planning Sheet…………………………………..84
Grade Level Writing Strategies Profile……………………………………..……85
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Reading/Language Arts Framework for California Public Schools
Writing Strategies and Application: Fifth Grade
Writing Strategies
Organization and Focus
As students in the fifth grade continue to progress through the stages of writing as a process, they
are required to create multiple-paragraph narrative and expository compositions. To do so,
they must establish and develop a topic or plot, describe the setting or details that link one
paragraph to another, and present an ending or concluding paragraph that summarizes important
ideas and details.
Important instructional considerations for the writing process include:
• Ensuring that students understand the text structure before they begin to employ
that structure in their writing
• Using that text structure as a tool for organizing a written composition
• Demonstrating that writing is composed of several different stages: prewriting,
drafting, revising, editing, and postwriting
• Providing examples or models of writing that make clear the important features
(e.g., main problem, conflict, character motives, theme, imagery) of narrative and
expository compositions
• Using strategies that make conspicuous for students exactly how to identify,
comprehend, and record the critical features of compositions on a note sheet (For
example, the teacher reads aloud a piece of writing and explicitly identifies it.)
• Demonstrating a range of examples of one particular feature at a time (e.g., conflict) in
one type of text (e.g., narrative), then introducing new features (e.g., main problem or
conflict, plot).
Research and Technology
Students must learn to (1) use organizational features of printed or electronic text to locate
relevant information; (2) create simple documents, using electronic media and employing
organizational features (e.g., passwords, entry and pull-down menus, word searchers, spell
checks); and (3) use a thesaurus to identify alternative word choices and meanings.
Instruction in the research and technology standard of locating relevant information should:
• Involve a topic that is familiar and interesting to students.
• Begin with a clear and unambiguous set of examples of information relevant to the topic.
• Include examples of information obviously irrelevant to the topic.
• Consist of teacher-directed or guided instruction that reveals to students the requirements
for locating relevant information.
• Progress from examples involving clearly relevant information to those that require more
critical discrimination of relevant and irrelevant information.
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4
Evaluation and Revision
Students are expected to continue to revise and edit manuscripts to improve the meaning and
focus of writing by adding, deleting, consolidating, clarifying, rearranging words and sentences,
and making final corrections. (See the instructional profile of this standard for the fourth grade.)
Writing Applications (Genres and Their Characteristics)
Students are expected to write narrative, expository, persuasive, and descriptive texts of at
least 500 to 700 words for each text and continue to demonstrate a command of standard
English. They are also required to write narratives; responses to literature; research reports about
important ideas, issues, or events; and persuasive letters or compositions.
General instructional guidelines for teaching the different types of text structures include:
1. Providing students with ample opportunities to compose each text structure and receive
written, systematic, and instructive feedback on their writing
2. Using procedural facilitators such as think sheets or note sheets to help structure and
organize information
3. Modeling each stage of the writing process (prewriting, drafting, revising, editing,
postwriting) and providing ample opportunities for students to become proficient at each
stage.
4. Providing explicit, clear criteria (e.g., use of an editor’s checklist)for students to follow in
editing written compositions
Written and Oral English-Language Conventions
Students are expected to have a command of the English-language conventions, including
sentence structure, grammar, punctuation, capitalization, and spelling. The conventions can be
conceptualized as discrete skills and taught in strands. Instruction by strand employs an
incremental and progressive approach to teaching specific skills and
strategies within and across a larger domain. For example, a writing lesson might include
separate and individual strands of instruction in punctuation, grammar, and sentence
structure. Each strand is specific to the particular written convention (e.g., conventions
for grammar and punctuation) and is related to the larger domain of writing applications
(e.g., persuasive letter or composition).
The parts of speech can be confusing to students if instruction is not clear. Teaching
demonstrations should include an adequate number of examples, both positive and
negative, of a part of speech that the student is able to identify. For example, students
must learn that the words eat, ate, has eaten, and will eat are all verbs. Verbs in the
present and past tenses can be presented first and followed at a later time by two-word
verbs, such as has eaten, will eat, and is eating.
When teaching students to identify the parts of speech, the teacher should sequence
the instruction so that the students can learn that many words can serve as different parts
of speech according to how the word is used in a sentence. For example, the word
running may function as a noun (e.g., Running is fun); as an adjective (e.g., The running
water in the stream moved us along quickly); or as part of a verb (e.g., We were running).
Cumulative review is particularly important in teaching the parts of speech. Once
students learn a new part of speech, they should be given exercises in which sentences
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5
include examples of the new part of speech along with previously introduced and taught
parts of speech. Review and practice should be frequent enough to provide for
understanding and retention.
When showing students how to use a particular word or phrase or other structure the
teachers should include a range of positive examples and carefully rule out likely
misinterpretations.
When introducing a new type of sentence structure, the teacher should provide
adequate practice in writing sentence before requiring students to use the new sentence
type in writing passages. Those assignments should be structured to prompt usage of the
new sentence type. In addition, the teacher should provide adequate cumulative review to
facilitate understanding and retention as well as exercises requiring the students to revise
existing passages by combining sentences and thereby create a new type of sentence
structure. Students should be taught not only how to create new sentence types but when
to use them. For example, some students will need careful instruction to determine when
words, phrases, or clauses should be joined by and, or, or but.
When a new mark of punctuation is introduced, exercises should be included that
provide adequate practice first in how to use the new mark and then in when to use it. For
example, when students learn how to write sentences that begin with a clause that tells
when (e.g., After the sun went down, the mosquitoes became unbearable), some students
are likely to begin using commas even when the clause comes at the end of the sentence.
Students need adequate practice to determine when not to use the new punctuation.
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness
of the audience and purpose. Essays contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, events in sequence or chronological order.
b. Provide details and transitional expressions that link one paragraph to another in a clear
line of thought.
c. Offer a concluding paragraph that summarizes important ideas and details.
Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic
references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational features
(e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).
1.5 Use a thesaurus to identify alternative word choices and meanings
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Evaluation and Revision
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding,
deleting, consolidating, clarifying, and rearranging words and sentences.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to
700 words in each genre. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing
Standard 1.0.
Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish a plot, point of view, setting, and conflict.
b. Show, rather than tell, the events of the story.
2.2 Write responses to literature:
a. Demonstrate an understanding of a literary work.
b. Support judgments through references to the text and to prior knowledge.
c. Develop interpretations that exhibit careful reading and understanding.
2.3 Write research reports about important ideas, issues, or events by using the following
guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed
between those for writing and for listening and speaking because these conventions are
essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
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7
Sentence Structure
1.1 Identify and correctly use prepositional phrases, appositives, and independent and
dependent clauses; use transitions and conjunctions to connect ideas.
Grammar
1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise),
modifiers, and pronouns.
Punctuation
1.2 Use a colon to separate hours and minutes and to introduce a list; use quotation marks
around the exact words of a speaker and titles of poems, songs, short stories, and so
forth.
Capitalization
1.4. Use correct capitalization.
Spelling
1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
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Narrative
Purpose: To Entertain or Inform
Narrative Elements:
• A story
• Contains characters, setting and plot
• Centers around one event
• May be thematic or chronologically sequenced
• Transition words or phrases relate to the sequence
of the plot
• Details describe
¾ physical appearances
¾ thoughts and feelings
¾ actions
• Involves dialogue/monologue
• Written in first person
• Concludes with feelings or reflections about the
incident or the lesson learned
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9
Victor Elementary School District
Fifth Grade: Narrative Scoring Guide
IDEAS and CONTENT: The writing is clear and focused with a central theme. Details
support the theme.
Levels
Score
Criteria
Exceptional
Exceeds grade
level standards
5
Proficient
Meets grade
level standards
4
Approaching
Proficiency
3
o
o
Focuses on a single incident or experience
10-12 details support the topic and tells the reader about the event
• Sensory detail and/or
• Feelings
Developing
Below grade
level
2
o
Attempts to group related ideas that may focus on one topic
o
Includes at least 1 telling detail.
Limited
Significantly
below grade
level
1
o
o
Addresses the prompt with a compelling incident that holds
the reader’s interest as it unfolds
16 or more strong supporting details embedded in the text that
creates the world of the event for the reader. They include:
• Sensory details (sight, smell, taste, sound, or touch)
• Feelings which are vivid
• Slowed down step-by-step elaboration of one major event
supported by 8-10 sentences
o
o
Addresses the prompt with a clear focus on a single distinct
incident/experience with events that unfold naturally
13-15 effective details support the topic and shows rather than tells
the reader about the event. They include:
• Sensory details (sight, smell, taste, sound, or touch)
• Feelings
• Slowed down step-by-step elaboration supported by 5-7
sentences
o
Lacks a central idea or purpose
o
Text is difficult to understand
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ORGANIZATION: Information is presented in clear sequence, making connections
and transitions among sentences and paragraphs
Levels
Score
Exceptional
Exceeds grade
level standards
5
Proficient
Meets grade level
standards
4
Approaching
Proficiency
3
Developing
Below grade level
2
Limited
Significantly
below grade level
1
Criteria
Effective Sequencing with Beginning, Middle, and End
Beginning: 1 paragraph
o
Well thought out lead that entices the reader (dialogue, description
of setting, sound effect, action, character thoughts)
Middle: 3+ paragraphs
o
Lively interesting sequential descriptions of actions and feelings
o
Excitement builds. Pacing is well controlled; the writer knows when
to slow down and elaborate, and when to pick up the pace and
move on.
o
Problem is resolved/experience ends in an interesting and satisfying
way
Ending: 1 Paragraph
o
Well thought out closing showing surprise or heart touching ending
Transitions
o Use of 6 or more embedded subtle transition words, phrases, or
devices throughout the text that clearly show how ideas connect.
o Title is original and captures the central theme of the piece.
Beginning, Middle, and End Sequencing
Beginning: 1 paragraph
o
Lead that entices the reader (dialogue, setting description, sound
effect, action, character thoughts)
Middle: 3+ paragraphs
o
Includes actions and details
o
Reflects rise in excitement as story progresses
Ending: 1 paragraph
o Closing of at least 2 sentences that expresses an observation,
reaction or feeling
Transitions
o Use of 4 or more embedded transition words, phrases, or devices
denoting passage of time
Beginning, Middle, and End
o
Organization demonstrates sequencing of related ideas
o
Characters (who), setting (where, when), and problem/experience
(what) are introduced in the beginning
o
Beginning to form ideas in paragraphs (2-3) with some details
o
Problem is resolved/experience ends in some form
o
Tells why the event was important
Transitions
o Use of 3 or more embedded subtle transition words, phrases, or
devices denoting a passage of time
o
Beginning sense of organization shows an attempt to sequence format may read like a list
o
Obvious transitions
o
Relationship among ideas may still be unclear
o
May begin to attempt to paragraph (1 - 2)
o
Random sentences
o
Writing is simply unclear, even after rereading, the reader remains
confused
o
Redundant to obvious transitions
VOICE: Develop writing that is individual, sincere, and lively
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Levels
Score
Exceptional
Exceeds grade
level standards
5
Proficient
Meets grade level
standards
4
Approaching
Proficiency
3
Developing
Below grade level
Limited
Significantly below
grade level
2
Criteria
Uses a voice appropriate for the topic, purpose, and audience
Involvement of writer is exceptional and expressed through
engaging text that comes to life for the reader (writer
knows/understands the audience)
o Uses dialogue and/or monologue that clearly expresses thoughts
and feelings – the reader clearly identifies with/feels like the
character(s)
o At least 3 examples of emotions (direct/indirect) to reflect the
feelings of the characters concerning events being described
o Writer’s thoughts and feelings are strong, reader identifies with
the writer/character
o Reader understands the character(s) through the use of dialogue
and/or monologue
o At least 2 examples of emotions to reflect the feelings of the
characters concerning the events being described
o Writer communicates thoughts and feelings to the
reader/audience
o May use some dialogue
o Less than 2 examples of emotions used to reflect the feelings of
the characters concerning the events being described
o Writing may be mechanical with little sense of writer’s thoughts
and feelings
o Awareness of reader is minimal
o
o
1
Writing lacks involvement and is flat and lifeless
o
WORD CHOICE: The writer uses words that capture the reader’s interest and
convey meaning
Levels
Exceptional
Exceeds grade level
standards
Proficient
Meets grade level
standards
Approaching
Proficiency
Developing
Below grade level
Limited
Significantly below
grade level
Score
5
4
3
2
1
o
o
o
o
o
o
Criteria
7 or more accurate specific words and/or phrases that help
the reader vividly visualize the events, people, and setting
being described. They include:
• (strong verbs, precise nouns, adjectives, adverbs)
Figurative language may be used
5 accurate specific words and/or phrases that help the reader
vividly visualize the events, people, and setting being
described. They include:
• (precise nouns, adjectives, verbs, adverbs)
Less than 5 descriptive words and phrases (adjectives, verbs,
adverbs) that help the reader vividly visualize the events,
people, and setting being described
Use of some common descriptive words (such as color and
size) that rarely captures the reader’s interest
Over use of common words
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SENTENCE FLUENCY: Develop smooth flow and rhythm in sentences and
paragraphs
Levels
Exceptional
Exceeds grade level
standards
Score
5
o
o
Proficient
Meets grade level
standards
4
o
o
Approaching
Proficiency
Developing
Below grade level
3
2
o
o
o
o
o
Limited
Significantly below
grade level
1
o
o
Criteria
Text has a natural, fluent sound; it glides along with sentences
and paragraphs flowing effortlessly throughout the text with
0-2 areas in which the reader stumbles over word endings,
omitted words, or words that don’t belong
Uses a combination of simple, and 10+ compound, or complex
sentences beginning in a variety of ways throughout the text
Paragraphs with extensive variation in sentence structure,
length, and beginnings that flow easily with no more than 3
areas in which the reader stumbles over word endings,
omitted words, or words that don’t belong
Sections of writing have rhythm and flow using simple
sentences and 5 - 9 compound or complex sentences
Good control over simple sentences with a variety of
sentence beginnings with no more that 5 areas in which the
reader stumbles over word endings, omitted words, or
words that don’t belong
Use of 2 - 4 compound and complex sentences
Good control over simple sentences with no more that 6 areas in
which the reader stumbles over word endings, omitted words,
or words that don’t belong
Some variety in sentence structure, length, and beginning
0-2 fragments and run-ons
Writing is difficult to follow or read
Sentences tend to be incomplete, rambling or very awkward.
CONVENTIONS: The writer uses correct grammar, punctuation, capitalization,
usage, and paragraphing. Consider overall length of paper.
Levels
Exceptional
Exceeds grade
level standards
To
Score
Criteria
0 – 5 Errors Show Strong Control over Conventions
3
o
May manipulate conventions for stylistic effect throughout text
Proficient
o
Punctuation, Capitalization, and Grammar
Meets grade level
standards
o
Multiple paragraphing with correct indentation
o
Handwriting is legible
6-10 Errors in Conventions
May manipulate conventions for stylistic effect
Punctuation, Capitalization, and Grammar
Uses indentation
Illegible in some places but does not interfere with readability of
text.
11+ Errors in Conventions
Punctuation, Capitalization, and Grammar
Handwriting interferes with readability of text.
Approaching
Proficiency
To
Developing
2
Below grade level
Limited
Significantly below
grade level
1
o
o
o
o
o
o
Page 13
Spelling: A REPETITIVE MISSPELLED WORD IS ONLY CONSIDERED 1 ERROR
Levels
Exceptional
Exceeds grade
level standards
To
Score
2
o Most words are spelled correctly
o All high frequency words are spelled correctly
Proficient
Meets grade level
standards
Developing
Criteria
o All incorrectly spelled words are easily decipherable
1
Below grade level
o Most words are spelled correctly
o High frequency words are spelled correctly
o Incorrectly spelled words are not easily decipherable
Limited
Significantly below
grade level
0
o Most words are misspelled, including high frequency words
o Most words are not decipherable
Page 14
Victor Elementary School District
Fifth Grade: Narrative Conference Scoring Sheet
Number of Points
Evaluation
Criteria
1. Ideas and
Content
5
The writing is clear
and focused with
a central theme.
Details support the
theme.
4
3
2
1
2. Organization
5
Information is
presented in clear
sequence, making
connections and
transitions among
sentences and
paragraphs.
4
3
2
1
3. Voice
5
The writing is
individual, sincere
and lively.
4
3
2
1
Comments
Addresses the prompt with a compelling incident that holds the reader’s
interest as it unfolds. 16 or more embedded details. Includes vivid
feelings, sensory details and slowed down step-by-step elaboration of
one event.
Addresses the prompt with a single incident/experience. 13-15 effective
details that show rather than tell the reader about the event.
Includes a slowed down step-by-step elaboration.
Focuses on a single incident or experience. 10-12 sensory details and/or
feelings tell the reader about the event.
Attempts to group related ideas.
Lacks a central idea or purpose. Text is difficult to understand.
Beginning: Well thought out lead that entices the reader (dialogue,
description of setting, sound effect, action, character thoughts).
Middle: 3+ paragraphs
Lively interesting sequential descriptions of actions and feelings.
Excitement builds. Well-controlled pacing with slowed-down
elaboration and speeded up action.
Problem is resolved/experience ends in an interesting and satisfying
way.
Ending: 1 Paragraph
Well thought out closing showing surprise or heart touching ending.
Embedded subtle transition words, phrases, or devices throughout
the text showing how ideas connect.
Lead that entices the reader (dialogue, setting description, sound effect,
action, character thoughts). Obvious beginning, middle, end.
Closing of at least 2 sentences that expresses an observation,
reaction or feeling.
Uses transition words, phrases, or devices denoting passage of time.
Organization demonstrates sequencing of related ideas. Uses 3 or more
embedded subtle transition words, phrases, or devices denoting a
passage of time. Characters (who), setting (where, when), and
problem/experience (what) are introduced in the beginning.
Problem is resolved/experience ends in some form. Tells why the
event was important.
Shows an attempt to sequence. Obvious transitions. 1 – 2 paragraphs.
Random sentences. Writing unclear with redundant/obvious transitions.
Involvement of writer is exceptional and expressed through engaging
text that comes to life for the reader. Uses dialogue and/or
monologue that clearly expresses thoughts and feelings. Emotions
(direct/indirect) reflect the feelings of the characters concerning
events being described.
Writer’s thoughts and feelings are strong. Uses dialogue and/or
monologue. Emotions reflect the feelings of the characters
concerning the events being described.
Writer communicates thoughts and feelings to the reader/audience.
May use some dialogue. Emotions used to reflect the feelings of the
characters concerning the events being described.
Writing may be mechanical with little sense of writer’s thoughts and
feelings. Awareness of reader is minimal.
Writing lacks involvement and is flat and lifeless.
Page 15
Evaluation
Criteria
Number of Points
5
7 or more accurate specific words and/or phrases. Figurative
language may be used.
The writer uses
words that
capture the
reader’s interest
and convey
meaning (color
words and the
words good, nice,
big and little) do
not count.
4
5 accurate specific words and/or phrases.
3
Less than 5 descriptive words and phrases (adjectives, verbs,
adverbs) that help the reader vividly visualize the events,
people, and setting being described.
2
Use of some common descriptive words (such as color and size)
that rarely captures the reader’s interest.
1
Over use of common words.
5. Sentence
Fluency
5
Text has a natural, fluent sound; with a combination of simple,
compound, and complex sentences beginning in a variety of
ways throughout the text.
4
Extensive variation in sentence structure, length, and beginnings
that flow easily.
3
Good control over simple sentences and uses compound and
complex sentences.
2
Good control over simple sentences. Some variety in sentence
structure, length, and beginning. 0-2 fragments and run-ons.
1
Writing is difficult to follow or read.
3
0 – 5 errors show strong control over conventions, handwriting is
legible
2
6 - 10 errors in conventions, illegible in some places but does not
interfere with readability of text
1
11+ errors in conventions, handwriting illegible and interferes with
readability of text
2
Most words are spelled correctly, all high frequency words spelled
correctly, all incorrectly spelled words are easily decipherable.
1
High frequency words spelled correctly, one or more of
incorrectly spelled words not easily decipherable
0
High frequency words may be spelled incorrectly, one or more of
incorrectly spelled words not easily decipherable
4. Word Choice
The writer
develops smooth
flow and rhythm in
sentences. Few
places where the
reader may
stumble over word
endings, omitted
words, or words
that don’t belong.
6. Conventions
The writer uses
correct
punctuation,
capitalization and
grammar. They
may manipulate
conventions for
stylistic effect.
7. Spelling
The writer uses
correct spelling. A
repetitive
misspelled word is
considered 1 error.
Comments
Page 16
5th Grade Narrative Mini Scoring Guide
5th Grade Narrative Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
12 3 4 5
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
0 1 2
Ideas and Content
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade Narrative Mini Scoring Guide
5th Grade Narrative Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
Page 17
Narrative Mini-Lesson
Focus: Ideas and Content
Grade Level: Fifth
Objective:
The learner will write a topic sentence that tells what a paragraph is about.
Materials:
Paragraphs without topic sentences. (see below)
Activities:
Teacher explains/reviews what a topic sentence is.
Teacher models the process of reading the sentences and determining the
main idea.
Teacher models writing the topic sentence.
Students work in pairs to determine the main idea and topic sentence for a
group of sentences.
Share the topic sentences with the class and discuss if they match the main
idea.
Students write topic sentences independently.
Follow-up:
Students will write a paragraph from a topic sentence.
Paragraph ideas
Some students walk to school. Other students ride a bus. Parents bring students to
school.
Some students enjoy playing soccer. Many students play on baseball teams.
Basketball is a favorite of many children,
Hands can be used for swimming. Adults sometimes shake hands when they meet
new people. Artists use their hands to create beautiful art.
Topic Sentence
Pencils have many uses.
For my birthday party we had a bounce house.
Page 18
Narrative Mini-Lesson
Focus: Effective Details
Grade Level: Fifth
Objective:
The learner will write a paragraph containing effective details. (May take more
than one class period.)
Materials:
Chart paper
Activities:
Teacher explains that interesting writing focuses on a topic using the senses.
Teacher shares picture book to.
Teacher models through a Think Aloud the process of writing effective details
to match a picture or page in the book.
With another prompt, students brainstorm on a circle map details for a
paragraph.
Students will place details on a flow map.
Students will dictate and teacher will record a detailed paragraph.
Students will choose a topic, create a circle map, a flow map and write a
paragraph.
Follow-up:
Students will continue to practice writing detailed paragraphs.
Resources
The Secret Knowledge of Grown-Ups by David Wisniewski
Amelia’s Notebook by Marissa Moss
Hog-Eye by Susan Meddaugh
Possible Topics (These could be generated by students.)
I knocked over the display at Target.
I dropped my tray in the cafeteria.
I broke the window.
We saw a snake.
Page 19
Narrative Mini-Lesson
Focus: Organization
Grade Level: Fifth
Objective:
The learner will write subtle embedded transitions. (Not an initial transition lesson.
You may look at WFTB page 335)
Materials:
Sentences containing transitions.
Activities:
Teacher explains/reviews what a transition is.
Teacher shares text containing subtle transitions and defines subtle transitions.
Teacher models some sentences with obvious transitions.
Teacher models ways to move the transitions within the sentence to make the
sentence more interesting.
Students work in pairs to revise a sentence containing obvious transitions. (i.e.
moving the transitions within the sentence.)
Students share their sentences with the class. Embedded transition phrases
may be added to a classroom chart.
Students work independently to revise sentences to include subtle transitions.
Students write a 5-sentence paragraph containing at least 3 embedded
transitions.
Follow-up:
Students will search a book they are reading to come up with 5 examples of
subtle transitions.
Text Sources
Houghton Mifflin Anthology
Jumanji by Chris Van Allsburg
The Stranger by Chris Van Allsburg
The Empty Pot by Demi
Page 20
Narrative Mini-Lesson
Focus: Word Choice
Grade Level: Fifth
Objective:
The learner will use strong verbs/descriptive language to help the reader visualize
the mental picture being described.
Materials:
Picture file of magazine/calendar clippings, chart paper with circle maps and
tree maps.
Activities: (may be done over several days)
Teacher writes a non-descriptive sentence (describing a picture) on the
board and asks students to share what they visualize.
Teacher shows a picture related to the sentence
Students brainstorm on a circle map strong, precise, sensory language that
the picture evokes. (See, touch, feel, hear, taste).
Use the examples of precise language to expand the sentence.
Student pairs are provided a picture and work with partners to create a circle
map of descriptive language matching their picture. Then they write 2 to 3
descriptive sentences about provided picture. Write these on chart paper or
overhead.
Post the sentences and collect the pictures.
Redistribute the pictures and ask partners to identify the paragraph to match
the picture.
Follow-up:
Students may do this individually.
Students bring in picture and generate paragraphs.
Suggested Resources:
Many Luscious Lollipops by Ruth Heller
Kites Sail High by Ruth Heller
Double Trouble in Walla Walla by Andrew Clements
The Z Was Zapped by Chris VanAllsberg
Additional Narrative Lessons:
Lessons for the narrative can also be found in the Third Grade Essential
Writing Packet under the Personal Narrative Section.
Page 21
TRANSITIONAL EXPRESSIONS
Time Change Transitions
first
second
next
after
meanwhile
soon
immediately
now
before
during
when
later
shortly
at length
after that
soon after
not long after
Adding a Point Transitions
in addition
besides
again
next
also
too
further
moreover
finally
it follows then
hence
so
on this account
Example Transitions
for example
for instance
to clarify
that is
namely
thus
to illustrate
to cite an…
suppose
Emphasis Transitions
undoubtedly
in truth
very likely
assuredly
perhaps
yes
certainly
without fail
obviously
to be sure
naturally
surely
really
without a doubt
Page 22
Comparison Transitions
Contrast Transitions
like
on the contrary
in spite of
still
but
yet
and yet
nevertheless
however
although this may be true
despite this fact
unlike
instead
dissimilar to
conversely
on the other hand
similar to
equally
comparable
in the same way
correspondingly
Spatial Org. Transitions
in
up
here
down
there
upward
above
nearby
under
next to
on the opposite side
in the front
in the background
Concluding Transitions
Result Transitions
therefore
thus
then
accordingly
as a result
consequently
for this reason
finally
in brief
in short
to sum up
to conclude
in conclusion
therefore
thus
then
accordingly
as stated
consequently
for this reason
in other words
Page 23
Grade 5
Narrative Prompt
English/Language Arts
Arts Content
Content Standards
Standards
English/Language
1.1 Create
Create multiple-paragraph
multiple-paragraph compositions:
narrative composition:
1.2
a. Provide
Establish
develop a paragraph
plot that includes a point of view and
a.
anand
introductory
conflict and support a central idea with a topic sentence
b. Establish
b. atonear
Describethe
thebeginning
setting of the first paragraph
c. Include
Show rather
than tell
the eventswith
of the
storyfacts, details an
c.
supporting
paragraphs
simple
d. explanations
Present an ending
d. Use correct indentio
Writing Situation
Sometimes we all feel nervous or unsure about things we have to do.
Describe a time when you felt that way. Speaking in front of the class,
playing a sport in a big game, or even the first day of school can make
someone feel nervous. (Allow time for discussion.)
Directions for Writing
Write about a time you felt nervous or unsure about something you
had to do. Describe how you felt, the place you were, the people you
were with, and what you saw and did. Use details that help the reader
see and feel what happened. Remember to write about only one
event.
Page 24
Literature Resources
Author
Aliki
Brown, Marc
Book
Marianthe’s Story One:
Painted Words
Story Two: Spoken
Memories
Arthur’s Nose
Bunting, Eve
The Memory String
Bunting, Eve
Smoky Night
Clement, Rod
Grandpa’s Teeth
Cooney, Barbara
Miss Rhumphius
dePaola, Tomie
The Art Lesson
Hazen, Barbara
Shook
Tight Times
Henkes, Kevin
A Weekend with
Wendell
Henkes, Kevin
Sheila Rae, The Brave
Henkes, Kevin
Lily’s Purple Plastic Purse
Hoffman, Mary
Amazing Grace
Houston, Gloria
The Year of the Perfect
Christmas Tree
Summary
The two stories tell about a child uprooted
from a war torn country and brought to a
new country, faced with a new school, new
customs, and a new language
Arthur doesn’t like his nose and tries to
change his appearance.
Each button on Laura’s memory string
represents a piece of her family’s history.
Laura must now try to accept a new
stepmother without forgetting her own
mother who died. Laura discovers that a
memory string is not just for remembering the
past: it’s also for recording new memories
During the L.A. riots a young boy and his
mother discover the value of getting along
with others
Grandpa’s teeth are missing. Who took
them? The whole town is under investigation
A little girl grows up and tries to make the
world a better place.
The author is encouraged by his family to be
creative & decorate with his artwork. At
school he encounters misunderstanding and
frustration.
Finally, an art teacher gives him a chance to
do his own thing.
The story is about a small family doing their
best to cope despite their financial troubles.
The parents are worried and feel bad for
their son. Seeing their child do without is so
much harder on them than their own
deprivation. The boy finds a way to get a
pet he desperately wants.
Wendell spends with weekend with Sophie
and has fun because he gets to decide on
what to do – his wild antics and practical
jokes drive her crazy until she turns the tables
Sheila Rae is brave and fearless until she gets
lost. Louise her sister finds her and Sheila
learns that they are both brave.
Lily brings some things in her purple purse
and plays with them in class. After her
teacher talks to her, she continues to play
with them and gets in trouble. Lily learns that
trying to get even is not always the best.
Grace is determined to be Peter Pan in the
school play – but she is a girl.
Since Papa left the Appalachian Mountains
to go to war, Ruthie and her mom wonder
how they will fulfill his obligation of getting
the perfect tree for the town celebration
Theme
Poignant
Displacement &
Acceptance
Response to Literature
Personal Narrative
Self acceptance
Accepting the new
Getting along with others
Honesty, Humor
Narrative: Descriptive
memoir/character
Responsibility
Respect
Respect
Perseverance
Inference
Love conquers over all
Connections
Learning to assert
Courage
Responsibility
Perseverance
Responsibility
See Third Grade List for Narrative Writing in Third Grade Essential Writing
Packet.
Page 25
Professional Resources
Write from the Beginning
Writing Works! Expressive Writing by Lynn Tutterow and Lori Sammarlino
Writing Works! Descriptive Writing by Carol A. Felts
Writing Works! Narrative Writing by Carol A. Felts
Narrative Writing, The Writing Teacher’s Handbook by June Hetzel and
Deborah McIntire
Page 26
Response to Literature
Purpose: To demonstrate an understanding of a literary work and to
support that understanding with examples from the text and real-life
experiences.
Paragraph One:
Write an introduction that includes:
1. Name of text
2. Genre
3. Author
5. Significant details
4. Theme
Paragraph Two:
Write a brief summary of the plot that captures the main idea of the
text. Include:
1. Characters 2. Setting
3. Conflict
4. Causes of conflict
5. Major events
6. Resolution
Paragraph Three:
• Reader’s/Writer’s interpretation of the text (story + what you
already know)
• Describe how the character or characters remind you of
someone you know (connections)
• Describe how the character reminds you of a character in
another book (connections)
• Explain what you think about the choices of the character
(evaluate)
• Explain what kind of person the character in the story is.
Support your conclusions with examples from the text
(evaluate)
Paragraph Four:
Write a conclusion:
• restate the theme in different words
• relate the message from the text to own life or an experience
• state thoughts/opinions
• tell why the author’s message is important
I think that ….?
Page 27
Victor Elementary School District
Fifth Grade: Response to Literature Writing Scoring Guide
IDEAS and CONTENT: The writing is clear and focused with enough information so
that someone who has not read the selection will get an accurate understanding
of the major points.
Levels
Exceptional
Exceeds grade
level standards
Score
5
Criteria
o
o
o
o
o
o
Proficient
Meets grade level
standards
4
o
o
o
o
o
Approaching
Proficiency
3
o
o
o
o
o
Developing
Below grade level
2
Limited
Significantly below
grade level
1
o
o
o
o
o
o
o
o
Addresses the prompt
Author’s meaning is stated
Personal ideas or comments are supported by examples from the
text
Information stated in writer’s own words, except for key words
related to the main topic
Maintains tone and meaning of original text
10–15 sentences stating the most important points. They include:
• Accurate Facts
• Examples
Addresses the prompt
Author’s meaning is stated
Personal ideas or comments are supported by examples from the
text
Information stated in writer’s own words, except for key content
words related to the main topic
8-9 sentences stating the most important points. They include:
• Accurate Facts
• Examples
Addresses the prompt
Author’s meaning is stated
Personal ideas or comments are supported by examples from the
text
Information stated in writer’s own words, except for key content
words related to the main topic
7-8 sentences stating the most important points. They include:
• Accurate Facts
• Examples
Attempts to address the prompt
Some information stated in writer’s own words
6-7 supporting details that focus on the stated topic.
Minor details may be included
Personal ideas or opinions may be included but not supported
with examples from the text
Does not address the prompt
Ideas difficult to follow or shows lack of focus
Author’s meaning is changed
Page 28
ORGANIZATION: Information is organized using a plan that is logical and maintained.
Levels
Score
Criteria
o
Exceptional
Exceeds grade
level standards
5
o
o
o
o
o
o
o
Proficient
4
Meets grade level
standards
o
o
o
o
o
o
Approaching
Proficiency
o
3
o
o
o
o
o
o
Developing
Below grade level
2
o
Limited
Significantly below
grade level
o
o
1
o
o
o
o
o
o
Well thought out opening paragraph which states the title of the text, genre
and the author’s theme
A paragraph summarizing the main idea of the text including the characters,
setting, conflict, major event and resolution
A paragraph containing a reader’s connections and or evaluations i.e.
describe character and connecting the character to someone known,
connecting character to a character in another text, opinion about choices
the character made, what kind of person the character is
3 or more varied and appropriate transition words or phrases embedded in the
text
Topic sentence states the main idea
8 or more supporting details in the middle paragraphs
Well thought out closing that refers to the main idea, author’s message,
restates the theme in different words, restates thoughts/opinions leaving the
reader with a sense of closure
Well thought out opening paragraph which states the title of the text, genre
and the author’s theme
A paragraph summarizing the main idea of the text including the characters,
setting, conflict, major events and resolution
A paragraph containing a reader’s connections and or evaluations i.e.
describe character and connecting the character to someone known,
connecting character to a character in another text, opinion about choices
the character made, what kind of person the character is
3 or more varied and appropriate transition words or phrases embedded in the
text
Topic sentence states the main idea
6 to 7 supporting details in the middle paragraphs
Well thought out closing that refers to the main idea, author’s message,
restates the theme in different words, restates thoughts/opinions leaving the
reader with a sense of closure
Well thought out opening paragraph which states the title of the text, genre
and the author’s theme
A paragraph summarizing the main idea of the text including some of the
following: characters, setting, conflict, major events and resolution
A paragraph containing a reader’s connections and or evaluations i.e.
describe character and connecting the character to someone known,
connecting character to a character in another text, opinion about choices
the character made, what kind of person the character is
3 or more varied and appropriate transition words or phrases embedded in the
text
Topic sentence states the main idea
4 to 5 supporting details in the middle paragraphs
Well thought out closing that refers to the main idea, author’s message,
restates the theme in different words, restates thoughts/opinions leaving the
reader with a sense of closure
Attempts opening paragraph which states the title of the text and genre
A paragraph summarizing the main idea of the text including some of the
following: characters, setting, conflict, major events and resolution
3 or more varied and appropriate transition words or phrases embedded in the
text
1 or 2 supporting details in the middle paragraphs
Attempts a conclusion which refers to the author’s message
May be copied
Random sentences
Writing is unclear, even after rereading, the reader remains confused
Redundant information
Page 29
VOICE: Develop writing that is individual, sincere, and lively
Levels
Exceptional
Exceeds grade
level standards
Score
5
Criteria
o
o
o
o
Proficient
Meets grade
level standards
4
o
o
o
Approaching
Proficiency
Developing
Below grade
3
2
level
Limited
Significantly
below grade
level
1
o
o
o
o
o
o
Uses a voice appropriate for the topic, purpose, and audience
Involvement of writer is exceptional and expressed through engaging text that
comes to life for the reader (writer knows/understands the audience)
Uses dialogue and/or monologue that clearly expresses thoughts and feelings –
the reader clearly identifies with/feels like the character(s)
At least 3 examples of emotions (direct/indirect) to reflect the feelings of the
characters concerning events being described
Writer’s thoughts and feelings are strong, reader identifies with the
writer/character
Reader understands the character(s) through the use of dialogue and/or
monologue
At least 2 examples of emotions to reflect the feelings of the characters
concerning the events being described
Writer communicates thoughts and feelings to the reader/audience
May use some dialogue
Less than 2 examples of emotions used to reflect the feelings of the characters
concerning the events being described
Writing may be mechanical with little sense of writer’s thoughts and feelings
Awareness of reader is minimal
Writing lacks involvement and is flat and lifeless
WORD CHOICE: The writer uses words that capture the reader’s interest and
convey meaning
Levels
Score
Exceptional
5
Exceeds grade
level standards
Proficient
Meets grade
level standards
Approaching
Proficiency
Developing
Below grade
Criteria
o
o
4
o
5 accurate specific words and/or phrases that help the reader vividly visualize
the events, people, and setting being described. They include:
• (precise nouns, adjectives, verbs, adverbs)
3
o
Less than 5 descriptive words and phrases (adjectives, verbs, adverbs) that help
the reader vividly visualize the events, people, and setting being described
2
o
Use of some common descriptive words (such as color and size) that rarely
captures the reader’s interest
level
Limited
Significantly below
grade level
7 or more accurate specific words and/or phrases that help the reader vividly
visualize the events, people, and setting being described. They include:
• (strong verbs, precise nouns, adjectives, adverbs)
Figurative language may be used
1
o
Over use of common words
Page 30
SENTENCE FLUENCY: Develop smooth flow and rhythm in sentences and
paragraphs
Levels
Score
Exceptional
Exceeds grade
level standards
o
5
o
Proficient
Meets grade level
standards
o
4
o
Approaching
Proficiency
o
3
o
Developing
Below grade level
o
2
o
o
Limited
Significantly below
grade level
1
o
o
Criteria
Text has a natural, fluent sound; it glides along with sentences and
paragraphs flowing effortlessly throughout the text with 0-2 areas in
which the reader stumbles over word endings, omitted words, or
words that don’t belong
Uses a combination of simple, and 10+ compound, or complex
sentences beginning in a variety of ways throughout the text
Paragraphs with extensive variation in sentence structure, length,
and beginnings that flow easily with no more than 3 areas in which
the reader stumbles over word endings, omitted words, or words
that don’t belong
Sections of writing have rhythm and flow using simple sentences
and 5 - 9 compound or complex sentences
Good control over simple sentences and paragraphs with a variety
of sentence beginnings with no more that 5 areas in which the
reader stumbles over word endings, omitted words, or words that
don’t belong
Use of 2 - 4 compound and complex sentences
Good control over simple sentences with no more that 6 areas in
which the reader stumbles over word endings, omitted words, or
words that don’t belong
Some variety in sentence structure, length, and beginning
May continue to use fragments and run-ons (0 – 2)
Writing is difficult to follow or read
Sentences tend to be incomplete, rambling or very awkward.
CONVENTIONS: The writer uses correct grammar, punctuation, capitalization,
usage, and paragraphing
Levels
Score
Criteria
0 – 5 Errors Show Strong Control over Conventions
Exceptional
Exceeds grade
level standards
3
To
Proficient
o
o
o
o
May manipulate conventions for stylistic effect throughout text
Punctuation, Capitalization, and Grammar
Multiple paragraphing with correct indentation
Handwriting is legible
Meets grade level
standards
Approaching
Proficiency
2
to
Developing
Below grade level
Limited
Significantly below
grade level
1
o
o
o
o
o
o
6 -10 Errors Show Control over Conventions
May manipulate conventions for stylistic effect
Punctuation, Capitalization, and Grammar
Appropriate indentation when forming paragraphs
Illegible in some places but does not interfere with readability of
text
11+ Errors in Conventions
Punctuation, Capitalization, and Grammar
Handwriting illegible but does not interfere with readability of text
Page 31
Spelling: A REPETITIVE MISSPELLED WORD IS ONLY CONSIDERED 1 ERROR
Levels
Score
Criteria
2
o Most words are spelled correctly, all high frequency
words spelled correctly.
Exceptional
Exceeds grade
level standards
To
Proficient
o All incorrectly spelled words are easily decipherable.
Meets grade level
standards
Developing
1
o High frequency words spelled correctly, 1 or more
incorrectly spelled words are not easily decipherable.
0
o High frequency words may be spelled incorrectly, 1
or more incorrectly spelled words are not easily
decipherable.
Below grade level
Limited
Significantly below
grade level
Page 32
Victor Elementary School District
Fifth Grade: Response to Literature Conference Scoring Sheet
Evaluation Criteria
Number of Points
Comments
5
1. Ideas and
Content
The writing is clear
and focused with a
central theme.
Details support the
theme.
2. Organization
Information is
presented in clear
sequence, making
connections and
transitions among
sentences and
paragraphs.
3. Voice
The writing is
individual, sincere
and lively.
Addresses the prompt in own words with accurate facts and
examples, author’s message stated, personal ideas
supported with examples from the text, 10 – 15 sentences
4 Addresses the prompt in own words with accurate facts and
examples, author’s message stated, personal ideas
supported with examples from the text, 8 - 9 sentences
3. Addresses the prompt in own words with accurate facts and
examples, author’s message stated, personal ideas
supported with examples from the text, 7 - 8 sentences
2 Attempts to address the prompt, some information in own
words
1 Does not address the prompt, ideas difficult to follow, author’s
meaning may be changed.
5 Well thought out opening states title, author, genre and theme
in own words, second paragraph summarizes the text in
own words, third paragraph includes reader’s analysis and
evaluations of the text, middle paragraphs have 8 or more
supporting details, conclusion refers to the main idea and/or
author’s message, leaving reader with a sense of closure
4 Well thought out opening states title, author, genre and theme
in own words, second paragraph summarizes the text in
own words, third paragraph includes reader’s analysis and
evaluations of the text, middle paragraphs have 6 - 7
supporting details, conclusion refers to the main idea and/or
author’s message, leaving reader with a sense of closure
3 Opening states title, author, genre and theme in own words
(one or more items may be omitted), second paragraph
summarizes the text in own words, third paragraph includes
reader’s analysis and evaluations of the text, middle
paragraphs have 4-5 supporting details, conclusion restates
opening paragraph
2 Attempts opening paragraph that states main idea in own
words, may copy parts of the text, attempts conclusion, 1 or
supporting details in middle paragraphs
1 May be copied, random sentences, writing unclear, redundant
information
5 Involvement of writer is exceptional and expressed through
engaging text that comes to life for the reader. Uses
dialogue and/or monologue that clearly expresses
thoughts and feelings. Emotions (direct/indirect) reflect the
feelings of the characters concerning events being
described.
3 Writer’s thoughts and feelings are strong. Uses dialogue
and/or monologue. Emotions reflect the feelings of the
character(s) of the event being described.
3 Writer communicates thoughts and feelings to the reader/
2
1
audience. May use some dialogue. Emotions used to reflect the
feelings of the characters concerning the events being described.
Writing may be mechanical with little sense of writer’s thoughts
and feelings. Awareness of reader is minimal.
Writing lacks involvement and is flat and lifeless.
Page 33
Evaluation Criteria
4. Word Choice
The writer uses words
that capture the
reader’s interest and
convey meaning
(color words and the
words good, nice,
big and little) do not
count.
Number of Points
5
4
3
2
1
4. Sentence
Fluency
5
The writer develops
smooth flow and
rhythm in sentences.
Few places where
the reader may
stumble over word
endings, omitted
words, or words that
don’t belong.
4
5. Conventions
(Consider the
length of the
paper.)
The writer uses
correct punctuation,
capitalization and
grammar. They may
manipulate
conventions for
stylistic effect.
6. Spelling
The writer uses
correct spelling. A
repetitive misspelled
word is considered 1
error.
3
2
1
Comments
7 or more accurate specific words and/or phrases. Figurative
language may be used.
5 accurate specific words and/or phrases .
Less than 5 descriptive words and phrases (adjectives, verbs,
adverbs) that help the reader vividly visualize the events,
people, and setting being described.
Use of some common descriptive words (such as color and size)
that rarely captures the reader’s interest.
Over use of common words.
Text has a natural, fluent sound; with a combination of simple,
compound, and complex sentences beginning in a variety
of ways throughout the text.
Paragraphs with extensive variation in structure, length and
beginnings
Good control over simple sentences and paragraphs with a
variety of sentence beginnings.
Good control over simple sentences. Some variety in sentence
structure, length, and beginning. 0-2 fragments and
run-ons.
Writing is difficult to follow or read. Sentences awkward or
rambling
3
0 – 5 errors show strong control over conventions, handwriting
is legible
2
6 - 10 errors in conventions, illegible in some places but does
not interfere with readability of text
1
11+ errors in conventions, handwriting illegible and interferes
with readability of text
2
Most words are spelled correctly, all high frequency words
spelled correctly, all incorrectly spelled are easily
decipherable
1
High frequency words spelled correctly, one or more of
incorrectly spelled words are easily decipherable
0
High frequency words may be spelled incorrectly, one or more
of incorrectly spelled words not easily decipherable
Page 34
5th Grade RTL Mini Scoring Guide
5th Grade RTL Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
12 3 4 5
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
Conventions
0 1 2
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
Ideas and Content
Conventions
0 1 2
Spelling
TOTAL SCORE: _____÷ 6 =
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade RTL Mini Scoring Guide
5th Grade RTL Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
Page 35
Response to Literature
Start with oral responses
move to written responses
What is Response to Literature?
In written responses to literature, students show an understanding of
reading by connecting what has been read to the broader world of
ideas, concepts, and issues. Using this information they then make
judgments about the characters, the message or theme, the plot, and
to the text,
This is evident when students:
• Connect plot/ideas/concepts to their own experiences
• Connect with other literature
• Go beyond the retelling of a plot by reflecting on what is read
and making connections to broader ideas, concepts, and
issues
• Support judgments about what has been read by drawing
from experience, other literature, and evidence from the text,
including direct quotations
Types of Written Responses
Format Writing:
The students recreates a particular style of writing found in a book
(sometimes called innovations or text tapping). The content may
reflect something in their own life.
Lliterature: When I Was Young in the Mountains by Cynthia Rylant
Alexander and the Terrible, Horrible, No Good Very Bad
Day by Judith Viorst
Poetry Writing:
Write a poem using a character/setting, etc. from a book.
Example” A cinquain about Zuckerman’s barn from Charotte’s Web
by E. B. White
Character Profiles:
The student charts qualities of one or more of the main characters in a
book. The attributes are justified with evidence from the text.
Literature: Miss Fannie in Miss Fannie’s Hat by Jan Karon or Wilfred in
Wilfred Gordon McDonald Partridge by Mem Fox
Page 36
Letters:
The student writes a letter as a response to what they have read.
These can take several forms: Reader to a character, character to
another character in the book or in a different book, reader to the
author.
Newspaper Articles:
The student takes on the role of a news reporter and writes about an
event that has take place.
Literature: A Chair for My Mother by Vera B. Williams
Diary Entry:
The student assumes the position of a character in a book and what
the character in the book has experiences.
Literature: The boy in The Principal From the Black Lagoon by Mike
Thaler
Character Comparisons:
The student compares the likenesses and differences between two
characters in the same book, a different book, or to the student
himself.
Journal or Log Responses
Experiential Responses:
These responses require student to use prior personal experiences (textto-life, and prior reading (text-to-text) connections. They focus o the
what the reader brings to the reading experience.
• How can you relate this book to your own live?
• How does (name of character) remind you of someone you
know?
• How does (name of character) remind you of some other
character you’ve met in a book?
Aesthetic Responses:
These responses elicit feelings, empathy, and character identification.
They promote emotional interactions with the text, moving response
beyond the simple plot summary.
• How does this story/book make you feel?
• How would you feel if you were (name of character) in this
situation?
• How would you feel if you were (name of another character)?
Page 37
Cognitive Responses:
Cognitive responses encourage solving problems, making predictions,
and making inferences about the characters and/or the plot
development. They require the readers to think, brainstorm, create,
and construct outcomes.
• What do you think will happen to (name of character)?
• If you were (name of character), what would you do in this
situation?
• What advice would you give (name of character) at this point
in the story?
Interpretive Responses:
Interpretive responses require students to give personal consideration
of the meaning or message. They consider morals, values, and
character. Students might be asked to give a personal judgment of
characters and situations. This type of response calls for a higher
degree of reasoning by requiring an explanation that is often difficult
to put into words.
• What meaning or message does the story have for you?
• How do you believe (name of character) did or did not make
the right choice?
• What kind of person do you think (name of character) is?
How do you know?
Page 38
Guidelines for Discussion of Literary Elements
Author
Characters
Plot
Who is the author of your book?
Have you ever read any other book by this author?
What do you know about the author? How can you tell?
What is the author trying to tell you in this book/article?
What sorts of things does the author like or dislike? How do you know?
Who is/are the main character(s) in the story?
Do you like them? Tell me why. Do you dislike them? Tell me why.
Who are the minor characters?
Choose one character. Why is this character important in the story?
Do you know anyone like the characters in the book?
What problems do the characters have?
Do any of the characters change? In what way?
Who was your favorite character? Why?
Do any of the characters do things that you think are good?
Do any of the characters do things that you think are bad?
What does the main character want?
Do any of the characters in the story remind you of characters in other stories you
have read?
How did the story being?
Tell me the main things that happened in the story?
Were you able to guess what was going to happen at the end?
How did the story end?
What was the most exciting part of the story?
What events led to the most exciting part?
Can you think of another way the story might have ended/ happened?
Page 39
Setting
Mood
Style
Theme
Illustrations
Where does the story take place?
Tell me what the place was like?
Have you ever been to a place like that?
How is the setting important to this story?
Does the story take place in more than one setting?
Why do you think the author picked this place for the setting?
How would the story be different if it took place in _______ or at _______?
Did the story take place a long time ago, in the future, or now? How do you know?
How did you feel while reading the story?
How did the author convey that mood or feeling?
What was the funniest/saddest part?
What was the most exciting thing that happened or the strangest thing that
happened?
What do you most remember about the story?
What can you learn about creating mood from the author?
What special words did the author use to help you see ( hear/feel/smell/ or taste
what was happening in the story?
Tell me about any pictures that the author left in your mind?
What do you like about the way the author has written this story?
What can you learn about style from the author?
Why do you think the author wrote this tory?
Do you think there is a message/theme in this story? What is the message/theme?
How can this message help you in your own life?
Who is the illustrator?
Do you like the illustrations? Why or why not?
Do the illustrations help the author convey the mood, the setting, or the theme?
If the illustrations were not there, would the author need to add more words? Why?
Page 40
Other Types of Responses
• Cubes ( paper is folded into a cube with a different question, response or
literary element addressed on each of the 6 sides)
• Poetry
• Plays/drama
• Books
¾ Flap books
¾ Accordion books
¾ Shape books
¾ Alphabet books
¾ Pop-ups
¾ Concertinas
• Mobiles
• Interviewing a character
• Character Report Card
• Posters
¾ Wanted
¾ Missing
¾ Advertising the book
• Matrixes
• Advertisement
• Summarize
• 1 minute Book Talk
• Book Reviews
• Thinking Maps/Graphic Organizers
• Diaries/journals
• Spin off stories
• Alternate endings
• Invitations
• Literary Map (bird’s eye view)
• Diorama
• Postcards
• Story Maps
• Literary Report Card
• Literary Passport
• News report/newspaper
• Letters
• Multiple Choice Retelling
• Storytelling
Page 41
The Theme:
 is a special message the author gives us through
the telling of their story
 usually tells us something important about how
we should live our life
 might be a moral or a personal value like “Treat
others the way you would like to be treated”.
 is not written as - “Hey reader, this is
the important thing I want you to know.”
 is given to you through words, actions, ideas, or the
challenges the character faces in the story.
› what the character says or does (right or wrong)
› what happens to the character because of
what they say or do
Finding the theme:
 means you have to be a detective
 means looking for the clues, putting them
altogether, and then deciding on the message
Hmm, Camellia was worried about what
others thought. She tried to be more
like them instead of being herself. She
couldn’t decide on what color to wear and
her skin became striped. When she did
what she liked, she was okay. “BE
YOURSELF, NOT WHAT OTHERS
Page 42
Common Themes
The theme is usually the message the author is trying to convey to the
reader about what is important in life. Part of the job of the reader is to
figure out that message. The reader often has to make inferences of
draw conclusions from the text because the author doesn’t write,
“Hey, reader, this is what I want you to know.” You must look for clues.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Accomplishments
Acts of kindness (are rewarded)
Communication
Decisions
Revenge
Courage
Friendship
Loyalty
Crime doesn’t pay
Appearances are deceptive
A person is judged by the company he or she keeps
Giving is better than receiving
Hard work and perseverance pays
Hardships make us better people
Prejudice is harmful – doesn’t solve problems
Responsibility brings maturity and wisdom
Injustice is harmful, makes us strong
Truth is important
Rely on your instincts and do what is right – don’t listen
to others
• Be true to yourself
• Doing what you know to be wrong brings unhappiness
and low self worth
Page 43
Response to Literature Mini-Lesson
Focus: Genre
Grade Level: Fifth
Objective:
The learner will identify the genre of a piece of literature.
Materials:
Variety of books and passages (poetry, play, fiction, non-fiction).
Activities: (may be done over several days)
1. Teacher explains meaning of genre and shows examples.
2. Teacher shows 2 samples and leads discussion of how samples are alike
and/or different.
3.Continue sharing samples and discussions over several weeks.
Follow-up:
Students identify the genre of various pieces of literature.
Suggested Resources:
Storyworks
Time for Kids
Houghton Mifflin Text
Poetry books
Plays
Page 44
Response to Literature Mini-Lesson
Focus: Ideas and Content
Characters
Grade Level: Fifth
Objective:
The learner will identify the main character in a story and describe the character.
Materials:
Variety of fiction books
Chart paper
Activities: (ongoing for as long as needed)
1. Teacher reads story aloud
2. Students identify main character
3. Class describes character using evidence/events from the story. Teacher
records the adjectives on a Bubble Map. (This may need to be repeated
before continuing lesson.)
4. Using the map, students discuss who the character reminds them of and
why. Teacher records on a Double Bubble Map.
5. On another day, teacher may use Double Bubble Map to model writing a
paragraph.
Follow-up:
Students continue to practice selecting and describing character using Bubble
and Double Bubble Maps.
Students use Double Bubble to wirte a paragraph.
Suggested Resources:
Any fiction text with strong character.
Page 45
Response to Literature Mini-Lesson
Focus: Ideas and Content
Grade Level: Fifth
Objective:
The learner will state thoughts/opinions about a selected piece of literature. The
students will go beyond “this is a good story”.
Materials:
Variety of fiction books
Chart paper
Activities: (ongoing for as long as needed)
1. Over several days, teacher reads stories aloud stopping frequently to share
her opinion (Think Aloud) or ask what students think about an event.
2. After several sessions, teacher reads a story aloud, students share thoughts
adding why they feel that way.
3. Teacher models writing a paragraph about a character’s actions.
4. After several sessions, students read piece of literature silently and write a
paragraph stating thoughts/opinions about a character’s actions.
Follow-up:
Students continue to practice reading and writing paragraphs showing their
thoughts and opinions about a character.
Suggested Resources:
Any fiction text with strong character.
Page 46
Grade 5
Response to Literature Prompt
English/Language Arts Content Standards
2.2 Write responses to literature:
a. Demonstrate an understanding of the literary work.
b. Support judgments through references to both the text and
prior knowledge.
c. Develop interpretations that exhibit careful reading and
understanding.
Expectations:
The student will write a multi-paragraph response to literature. (At least
4 paragraphs.)
Directions for Writing
Read Mariah Keeps Cook on pages 346 – 357 in Expeditions, the fifth grade text.
Describe how Mariah reminds you of someone you know. In your conclusion state
your thoughts/opinions about the story.
Page 47
Response to Literature Resources
Houghton Mifflin Teacher’s Manual
Thinking Maps
Variety of books to read and discuss.
http://www.readwritethink.org/student_mat/index.asp
***For Picture Books to Use For Response to Literature see the Third and
Fourth Grade Lists
Chapter Books for Response to Literature
Abel's Island - by William Steig. Novel. Grades 3 and up.
Babe the Gallant Pig - by Dick King-Smith. Novel. Grades 3 and up.
Bud, Not Buddy - by Christopher Paul Curtis. Novel. Grades 4 and up.
Homecoming - by Cynthia Voigt. Novel. Grades 4 and up
Julie of the Wolves - by Jean Craighead George. Novel. Grades 5 and up.
Light in the Forest, The - by Conrad Richter. Novel. Grades 4 and up.
Maniac Magee - by Jerry Spinelli. Novel. Grades 3 and up.
Nothing But the Truth - by Avi. Novel. Grades 5 and up.
Number the Stars - by Lois Lowry. Novel. Grades 4 and up.
On My Honor - by Marion Bauer. Novel. Grades 4 and up.
Popcorn Days and Buttermilk Nights - by Gary Paulsen. Novel. Grades 4 and up
Sign of the Beaver, The - by Elizabeth George Speare. Novel. Grades 4 and up.
Single Shard, A - by Linda Sue Park. Novel. Grades 4 and up.
Tuck Everlasting - by Natalie Babbitt. Novel. Grades 4 and up.
Walk Two Moons - by Sharon Creech. Novel. Grades 4 and up
Watsons Go to Birmingham - 1963, The - by Christopher Paul Curtis. Novel. Grades 4
and up.
More Books
Banks, Lynne: The Indian In The Cupboard
Bruchac, Joseph Boy Called Slow: The True Story of Sitting Bull, A
O'Brien, Richard: Mrs. Frisby & Rats of NIMH
Paterson, Katherine: Bridge to Terabithia
Paterson, Katherine: Great GillyHopkins
Raskin, Ellen: The Westing Game
Taylor, Theodore: The Cay
Tolkien, J.R.R: Lord Of The Rings
Page 48
Tolkien, J.R.R: The Hobbit
White, E.B.: The Trumpet of the Swan
Byars, Betsy Cromer: Summer of the Swans, The
Clements, Andrew : Frindle
Clements, Andrew: Landry News, The
Coerr, Eleanor B: Sadako
de Saint-Exupery, Antoine: Little Prince, The
DiCamillo, Kate: Because of Winn-Dixie
DiCamillo, Kate: Tale of Despereaux: Being the Story of a Mouse, a Princess, Some
Soup, and a Spool of Thread, The
Estes, Eleanor: Hundred Dresses, The
Gardiner, John Reynolds: Stone Fox
Garland, Sherry: Lotus Seed, The (picture book)
Gipson, Fred: Old Yeller
L'Engle, Madeleine: Wrinkle in Time, A
Lord, Bette Bao: In the Year of the Boar and Jackie Robinson
Lowry, Lois: All About Sam
Naylor, Phyllis Reynolds: Shiloh
Paterson, Katherine: Bridge to Terabithia
Paterson, Katherine: Great Gilly Hopkins, The
Paulsen, Gary: Hatchet
Ringgold, Faith: If a Bus Could Talk: The Story of Rosa Parks
Smith, Doris Buchanan: Taste of Blackberries, A
Tsuchiya, Yukio: Faithful Elephants: A True Story of Animals, People and War (picture
book)
Yolen, Jane: Encounter (picture book)
Page 49
EXPOSITORY WRITING
Purpose: To provides information about a topic
• Main idea is clearly stated or implied.
• Main idea is developed and supported by essential facts.
• Facts are presented in a clear orderly way.
• Tells about
Report of information
Organized by categories of information
Involves gathering and reporting facts
Involves summarizing information
• Tells how or why
May involve definitions
Directions
Procedures
Problem/solution
Involves examples and reasons
Involves both facts and opinions
Driven by transition words/phrases related to logical thinking
• Stated reasons have an explanation, definition or
elaboration following it as a means of clarification.
• Comparing and contrasting or cause and effect are
used as a way of explaining.
• Each paragraph concludes with a transition sentence
that leads into the next paragraph
Page 50
Victor Elementary School District
Fifth Grade: Expository Writing Scoring Guide
IDEAS and CONTENT: The writing is clear and focused with a central theme. Details
support the theme.
Levels
Score
Exceptional
Exceeds grade
level standards
5
o
o
o
o
o
Addresses the prompt
Well-developed topic with support and relevant examples
Uses knowledge and personal experiences to enrich the topic
Information stated in writer’s own words
16-18 strong supporting details that focus on the stated topic.
They include:
• Accurate Facts
• Explanations
• Examples
4
o
o
o
o
o
Addresses the prompt
Well-developed topic with support and relevant examples
Uses knowledge and personal experiences to enrich the topic
Information stated in writer’s own words
13-15 or more strong supporting details that focus on the
stated topic. They include:
• Accurate Facts
• Explanations
• Examples
3
o
o
o
o
Addresses the prompt
Uses knowledge and personal experiences to enrich the topic
Information stated in writer’s own words
10-12 supporting details that focus on the stated topic. They
include:
• Accurate Facts
• Explanations
2
o
o
o
o
Attempts to address the prompt
Some information stated in writer’s own words
8-9 supporting details that focus on the stated topic.
Sometimes off topic
Proficient
Meets grade level
standards
Approaching
Proficiency
Criteria
Developing
Below grade level
Limited
Significantly below
grade level
1
o
o
Does not address the prompt
Ideas difficult to follow or shows lack of focus
Page 51
ORGANIZATION: Information is organized using a plan that is logical and
maintained.
Levels
Exceptional
Exceeds grade level
standards
Score
Criteria
o
5
o
o
o
o
o
o
Proficient
Meets grade level
standards
4
o
o
o
o
o
Approaching
Proficiency
Developing
Below grade level
3
2
1
Well thought out opening paragraph that orients the reader
to the content
5-6 varied and appropriate transition words or phrases
embedded in the text
Each paragraph concludes with a transition sentence that
leads into the next paragraph
Topic sentence in each middle paragraph
3 supporting details in each middle paragraph
Closing that is different from the opening and summarizes
the middle paragraphs, leaving the reader with a sense of
closure
o
o
o
o
o
Opening paragraph that states the content for the reader
3-4 varied and appropriate transition words or phrases
Topic sentence in each middle paragraph
At least 2 supporting details in each middle paragraph
Overstructured closing paragraph or stand alone sentence
or question that either summarizes the paragraphs or revisits
the prompt
o
o
Attempts opening paragraph
Less than 3 varied and appropriate transition words or
phrases
Beginning to form ideas in paragraphs
1-2 supporting details in each middle paragraph
Order and relationship may be unclear
Attempts a conclusion
o
o
o
o
Limited
Significantly below
grade level
Well thought out opening paragraph that orients the reader
to the content
7 or more varied and appropriate transition words or phrases
embedded in the text
Each paragraph concludes with a transition sentence that
leads into the next paragraph
Topic sentence in each middle paragraph
4 or more supporting details in each middle paragraph
Well thought out closing that is different from the opening
and summarizes the middle paragraphs, leaving the reader
with a sense of closure
o
o
o
Random sentences
Writing is unclear, even after rereading, the reader remains
confused
Redundant to obvious transitions
Page 52
VOICE: Develop writing that is individual, sincere, and lively
Levels
Score
Exceptional
Criteria
Uses a voice appropriate for the topic, purpose, and audience
Involvement of writer is exceptional and expressed through
engaging text that comes to life for the reader (writer
knows/understands the audience)
5
o
o
Meets grade level
standards
4
o
Approaching
Proficiency
3
o
Writer communicates thoughts and feelings to the
reader/audience
2
o
Writing may be mechanical with little sense of writer’s thoughts
and feelings
Awareness of reader is minimal
Exceeds grade level
standards
Proficient
Developing
Below grade level
o
Limited
Significantly below
grade level
1
o
Writer’s thoughts and feelings are strong
Writing lacks involvement and is flat and lifeless
WORD CHOICE: The writer uses words that capture the reader’s interest and
convey meaning
Levels
Score
5
Exceptional
Meets grade level
standards
o
o
o
o
Exceeds grade level
standards
Proficient
Criteria
4
o
o
Approaching
Proficiency
3
o
o
Developing
Below grade level
o
2
Limited
Significantly below
grade level
1
o
7 or more accurate, specific words and/or phrases that help the
reader vividly visualize information. They include:
(strong verbs, precise nouns, adjectives, adverbs)
Content area vocabulary is used
Figurative language may be used
5 accurate, specific words and/or phrases that help the reader
vividly visualize the information. They include:
• (precise nouns, adjectives, verbs, adverbs)
Content area vocabulary is used
Less than 4 descriptive words and/or phrases (adjectives, verbs,
adverbs) that help the reader vividly visualize the information
Content area vocabulary is used
Less than 3 descriptive words and/or phrases (adjectives, verbs,
adverbs) that help the reader vividly visualize the information
Use of some common descriptive words that rarely capture the
reader’s interest
Page 53
SENTENCE FLUENCY: Develop smooth flow and rhythm in sentences and
paragraphs
Levels
Score
Criteria
o
Exceptional
Exceeds grade level
standards
5
o
o
Proficient
Meets grade level
standards
4
o
Approaching
Proficiency
o
3
o
2
o
Developing
Below grade level
o
o
Limited
Significantly below
grade level
1
o
o
Text has a natural, fluent sound; it glides along with sentences
and paragraphs flowing effortlessly throughout the text with 0-2
areas in which the reader stumbles over word endings, omitted
words, or words that don’t belong
Uses a combination of simple, and 10+ compound, or complex
sentences beginning in a variety of ways throughout the text
Paragraphs with extensive variation in sentence structure,
length, and beginnings that flow easily with no more than 3
areas in which the reader stumbles over word endings, omitted
words, or words that don’t belong
Sections of writing have rhythm and flow using simple sentences
and 5 - 9 compound or complex sentences
Good control over simple sentences and paragraphs with a
variety of sentence beginnings with no more that 5 areas in
which the reader stumbles over word endings, omitted words,
or words that don’t belong
Use of 2 - 4 compound and complex sentences
Good control over simple sentences with no more that 6 areas
in which the reader stumbles over word endings, omitted
words, or words that don’t belong
Some variety in sentence structure, length, and beginning
May continue to use fragments and run-ons (0 – 2)
Writing is difficult to follow or read
Sentences tend to be incomplete, rambling or very awkward.
Page 54
CONVENTIONS: The writer uses correct grammar, punctuation, capitalization,
usage, and paragraphing. (Consider the overall length of the paper.)
Levels
Score
Exceptional
3
Exceeds grade
level standards
To
Criteria
0 – 5 Errors Show Strong Control over Conventions
o
o
o
o
Proficient
Meets grade level
standards
Approaching
Proficiency
6 -10 Errors Show Control over Conventions
2
o
o
o
o
To
Developing
Below grade level
Limited
Significantly below
grade level
May manipulate conventions for stylistic effect throughout text
Punctuation, Capitalization, and Grammar
Multiple paragraphing with correct indentation
Handwriting is legible
May manipulate conventions for stylistic effect
Punctuation, Capitalization, and Grammar
Appropriate indentation when forming paragraphs
Illegible in some places but does not interfere with readability
of text
11+ Errors in Conventions
1
o
o
Punctuation, Capitalization, and Grammar
Handwriting illegible in some places but does not interfere with
readability of text
Spelling: A REPETITIVE MISSPELLED WORD IS ONLY CONSIDERED 1 ERROR
Levels
Score
Exceptional
Exceeds grade level
standards
2
o All incorrectly spelled words are easily decipherable
Meets grade level
standards
1
Below grade level
Limited
Significantly below
grade level
o Most words are spelled correctly
o All high frequency words are spelled correctly
To
Proficient
Developing
Criteria
0
o
Most words are spelled correctly
o
High frequency words are spelled correctly
o
Incorrectly spelled words are not easily decipherable.
o Most words are misspelled, including high frequency words
o Most words are not decipherable
Page 55
Victor Elementary School District
Fifth Grade: Expository Conference Scoring Sheet (see long form for details)
Evaluation Criteria
Number of Points
Comments
5 Addresses the prompt with a with a well-developed topic
including 16 or more relevant examples, facts and
1. Ideas and
supporting sentences written in writer’s own words
Content
4 Addresses the prompt with a well-developed topic
The writing is clear
including 13-15 relevant examples, facts and supporting
and focused with
sentences written in writer’s own words
a central theme.
Details support
3 Addresses the prompt using knowledge and personal
experience in 10-12 supporting details in writer’s own words
the theme.
2 Attempts to address the prompt in 8 or 9 details some of
which may be off topic.
1 Lacks a central idea/purpose. Text is difficult to understand.
5 Well-thought out introduction and conclusion. Piece
2. Organization
contains 7 or more embedded transition words and a
Information is
transition
sentence at end of each paragraph. 4 or
presented in clear
more details per paragraph.
sequence,
making
4 Well-thought out introduction and conclusion. Piece contains
connections and
5-6 or more embedded transition words and a transition
transitions among
sentence at end of each paragraph. 3 or more details per
sentences and
paragraph
paragraphs.
3 Opening paragraph that states the content. Uses 3 to 4
transition, 2 supporting details per paragraph, conclusion
not developed
2 Attempts introduction and conclusion, less than 3 transition
words, 1 to 2 supporting details per paragraph
3. Voice
The writing is
individual, sincere
and lively.
1 Random sentences. Writing unclear with redundant/ obvious
transitions.
5 Uses a voice appropriate for the topic, purpose, and
audience involvement of writer is exceptional and
expressed through engaging text that comes to life for
the reader
4 Writer’s thoughts and feelings are strong.
3 Writer communicates thoughts and feelings to the
reader/audience.
2 Writing may be mechanical with little sense of writer’s
thoughts and feelings. Awareness of reader is minimal.
1 Writing lacks involvement and is flat and lifeless.
Page 56
Evaluation Criteria
4. Word Choice
Number of Points
Comments
5 7 or more accurate specific words and/or phrases that help
the reader vividly visualize information. They include
(strong verbs, precise nouns, adjectives, adverbs).
Content area vocabulary is used
The writer uses
words that capture
the reader’s interest
and convey
4 5 accurate specific words and/or phrases. Content area
meaning (color
vocabulary used.
words and the
words good, nice, 3 Less than 4 descriptive words and phrases , content area
big and little) do
vocabulary used.
not count.
2 Less than 3 descriptive words, adjectives or phrases
1 Over use of common words.
5. Sentence
Fluency
The writer develops
smooth flow and
rhythm in
sentences. Few
places where the
reader may
stumble over word
endings, omitted
words, or words
that don’t belong.
5 Text has a natural, fluent sound; with a combination of simple,
compound, and complex sentences beginning in a
variety of ways throughout the text.
4 Extensive variation in sentence structure, length, and
beginnings that flow easily.
3 Good control over simple sentences and uses compound
and complex sentences.
2
Good control over simple sentences. Some variety in
sentence structure, length, and beginning. 0-2 fragments
and run-ons.
1 Writing is difficult to follow or read.
6. Conventions
The writer uses
correct
punctuation,
capitalization and
grammar. They
may manipulate
conventions for
stylistic effect.
3
0 – 5 errors show strong control over conventions, handwriting
is legible
2
6 – 10 errors in conventions, illegible in some places but does
not interfere with readability of text
1
11+ errors in conventions, illegible in some places but does
not interfere with readability of text
2 Most words are spelled correctly, all high frequency words
7. Spelling
spelled correctly, all incorrectly spelled words are easily
The writer uses
decipherable
correct spelling. A
repetitive
1 High frequency words spelled correctly, 1 or more of
misspelled word is
incorrectly spelled words may not be easily decipherable.
considered 1
0 High frequency words may be spelled incorrectly, 1 or more
error.
incorrectly spelled words may not be easily
decipherable.
Page 57
5th Grade Expository Mini Scoring Guide
5th Grade Expository Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
12 3 4 5
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
0 1 2
Ideas and Content
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade Expository Mini Scoring Guide
5th Grade Expository Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
Page 58
Expository Mini-Lesson
Focus: Voice
Grade Level: Fifth
Objective:
The learner will identify interesting phrases and voice in non-fiction text.
Materials:
Encyclopedia article about wolves.
Enlarged copy of encyclopedia article
Text Wolves by Seymour Simon
Copies of first few pages of Simon text
Enlarged copies of Simon text
Paper, pencils
Activities:
1. Class reads encyclopedia article together and discusses
voice/language used.
2. Class reads text from Wolves together and discusses
voice/language used
3. Students make Circle Maps of interesting language, phrases and
voice from the Simon text.
4. Use Double Bubble Map to compare and contrast the writing style
of each text.
5. Conclude which writing is more interesting to the reader.
Follow-up:
Students may find examples in other non-fiction texts.
Posters may be hung in the classroom of interesting non-fiction text
showing voice.
Students could revise non-fiction text to include more voice.
Page 59
Expository Mini-Lesson
Focus: Selecting Facts
Grade Level: Fifth
Objective:
The learner will practice finding and using interesting/important facts or
details
Materials:
All About Rattlesnakes by Jim Arnosky
A Drop of Water: A Book of Science and Wonder by Walter Wick
Various books of fascinating facts
Activities:
o Explain—as researcher will come across tons of information. Some facts
will be things everybody already knows. Other facts will be boring. But
some facts make the reader say, “Whoa! Can that really be true?”
Fascinating facts make a piece of nonfiction writing come alive.
o Read about bubbles in page 15 of A Drop of Water: A Book of Science
and Wonder where Wick writes “Its shimmering liquid is five hundred
times thinner than a human hair.”
o From All About Rattlesnakes read “The rattlesnake’s heat-sensing
capability can detect and pinpoint prey, even in total darkness, as
lang as the prey animal’s body temperature is warmer than its
surroundings.”
o Have students share interesting/fascinating facts they know.
o In pairs have students search for interesting/fascinating facts
Follow-up:
Students may keep a journal of interesting facts
Keep a poster of fascinating facts in the classroom
Students search for fascinating facts for their nonfiction writing
Page 60
Expository Mini-Lesson
Focus: Organization
Grade Level: Fifth
Objective:
The learner will write a well thought out opening that lets the reader know
the content of the paper.
Materials:
Variety of nonfiction books of same topic (biography, weather, human
body, etc.)
Chart paper
Activities: (use more than one class period)
o Teacher reads only openings from books of selected topic
o Students discuss type of opening (facts, question)
o Teacher records various types of openings on chart pape
o Teacher models various opening paragraphs
o Students practice writing opening paragraphs on various topics
Follow-up:
Same lesson could be used for closings.
Page 61
Transition Words/Phrases for Expository Writing
in addition
again
in fact
furthermore
another
indeed
certainly
besides
also
similarly
further
last
equally important
furthermore
like
for example
in conclusion
lastly
for this reason
in the same way
along with
for one thing
for another thing
of course
especially
to summarize
to conclude
to begin with
in other words
for instance
in brief
in fact
as an example
as an illustration
although
therefore
basically
however
in particular
Page 62
Grade 5
Expository Prompt
English/Language Arts Content Standards
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, events in sequence or
chronological order.
b. Provide details and transitional expressions that link one paragraph
to another in a clear line of thought.
c. Offer a concluding paragraph that summarizes important ideas
and details.
Expectations:
You will be writing a 5 paragraph paper. Write an introduction and a
conclusion. The middle paragraphs will be providing details about
severe weather.
Directions for Writing
What are three types of severe weather? Write the causes and effects of the three
types of severe weather.
Page 63
Expository Resources
Expository Writing Tara McCarthy
Nonfiction Craft Lessons Joann Portalupi and Ralph Fletcher
Nonfiction Writing from the Inside Out Laura Robb
Razzle Dazzle Writing – Achieving Excellence through 50 Target Skills
Melissa Forney
Write from the Beginning
Writing Works! Clarification Writing Pat Twohey
Writing Works! Explanatory Writing Stephanie Willett-Smith
Page 64
Elements of Persuasive Writing
Purpose:
To support a cause
To change a rule, policy, person’s attitude, behavior, or situation
To ask for money, votes, or privileges
¾ Written in first person
¾ Forms: essays, speeches, advertisements, letters –to—editor, or friendly letters
¾ Argues for or against a position
¾ Includes a position statement:
o Statement of fact (claim that something is true or not true)
o Statement of value (claim that something does or does not have worth)
o Statement of policy (claim something should or should not be done)
¾ Appeals to rational thinking, emotion, or ethics
¾ Types of arguments:
o shared values
o
common goals
o
common sense
o
emotion
o benefits to the audience: financial, health, safety, or social status
¾ Organizational pattern: order of importance
¾ Structure
o An opening statement of the author’s opinion or position
o A series of arguments
o The strongest argument (“clincher”) is saved for last.
o Supporting details - concrete examples, personal or expert
testimony,
o authoritative quotes, statistics, or definitions
o Anticipates and addresses reader’s concerns
o A conclusion drawn from arguments
Page 65
Victor Elementary School District
5th Grade Persuasive Writing Scoring Guide
IDEAS AND CONTENT: The heart of the writing identifies a position and expresses
an opinion that is clear and focused.
Levels
Score
Exceptional
Exceeds grade
level standards
Proficient
Meets grade level
standards
5
4
Criteria
Addresses the prompt
Strongly states his/her position
Stays on topic with 15 or more complete sentences
Supports position with at least 3 convincing reasons
Elaborates on each reason with 4 or more interesting
explanations and examples
o Uses elements of persuasive writing
o
o
o
o
o
o Addresses the prompt
o States his/her position
o Stays on topic with at least 12 or more complete
sentences
o Elaborates on each reason with 3 or more interesting
explanations and examples in middle paragraphs
Approaching
Proficiency
3
o
o
o
o
Developing
Below grade level
standards
2
o
o
o
o
Limited
Significantly
below grade level
standards
1
Addresses the prompt
States his/her position
Stays on topic with 10 or more sentences
Supports reasons with 2-3 brief explanations or examples
in each of the middle paragraphs
Attempts to address the prompt
Attempts to state a position
Details are limited with 9 or less sentences
Supports reasons with 1-2 explanations or examples in
each of the middle paragraphs
o Sometimes off topic
o Does not address the prompt
o Does not state a position
o Off topic with few coherent sentences
Page 66
ORGANIZATION: Information is organized using an organizational plan that is logical and
maintained.
Levels
Exceptional
Exceeds grade
level standards
Proficient
Meets grade
level standards
Approaching
Proficiency
Developing
Below grade
level standards
Limited
Significantly
below grade
level
Score
5
4
3
2
1
Criteria
o Inviting beginning that grabs the reader’s attention
o Topic sentence in each of the middle paragraphs
o 4 or more supporting details in each of the middle
paragraphs
o 4 or more transition words or phrases throughout the
paper
o Conclusion revisits the position and leaves the reader
thinking
o 5 paragraphs
o Inviting beginning that is not patterned (reasons not
presented in list format)
o Topic sentence in each of the middle paragraphs
o 3 supporting details in each of the middle paragraphs
o 3 transition words or phrases throughout the paper
o Conclusion revisits the position
o 5 paragraphs
o Introduction that often lists three reasons
o Topic sentence in each of the middle paragraphs
o 2 to 3 brief supporting details in each of the middle
paragraphs
o 2 or less transition words throughout the paper
o Sense of closure
o 5 paragraphs
o
o
o
o
o
Attempts to address an opinion statement
Beginning to form ideas in paragraphs
1 to 2 details in middle paragraphs
Order and relationship may be unclear
Attempt at a conclusion
o Random, unclear, confusing sentences
Page 67
VOICE: Voice is the writer’s personality. Voice delivers interesting or surprising information
and quite often demonstrates emotion (anger, humor, sadness, or joy).
Levels
Score
Criteria
o
Exceptional
Exceeds grade
level standards
5
o
o
o
Proficient
Meets grade
level standards
4
Approaching
Proficiency
3
Developing
Below grade
level standards
2
o
o
o
o
o
o
o
o
o
1
o
o
Limited
Significantly
below grade
level standards
Reader feels a strong interaction with the writer, sensing the
person behind the words.
Tone adds interest and is appropriate for the audience.
Writer takes risks revealing personality.
Writer shows why the reader needs to know and care
about the topic.
Reader feels an interaction with the writer.
Tone is appropriate for the audience.
Writer shows thoughts and feelings (show not tell).
Writing is personable, but not compelling.
Writer is sincere, but not fully engaged or involved.
Writer tells how he/she feels.
Only 1 or 2 moments intrigue, delight, or move the reader.
Writer’s awareness of the reader is minimal.
Beginning sense of writer’s thoughts and feeling come
through.
Writing may be mechanical.
Writer seems indifferent, uninvolved, or distanced from the
topic and audience.
WORD CHOICE: The writer uses language that reflects an opinion and demonstrates
strength of commitment. Appropriate words or phrases evoke strong images, purpose, or
energy. Precise verbs and adjectives are used. Figurative language might be used.
Levels
Exceptional
Exceeds grade
level standards
Proficient
Meets grade
level standards
Approaching
Proficiency
Developing
Below grade
level standards
Limited
Significantly
below grade
level standards
Score
Criteria
5
o
At least 6 examples (see descriptor above)
4
o
At least 4 examples (see descriptor above)
o
At least 3 examples (see descriptor above)
2
o
2 or less examples (see descriptor above)
1
o
No examples (see descriptor above)
3
Page 68
SENTENCE FLUENCY: The writer creates a natural, fluent sound that glides from one
sentence to the next.
Levels
Score
Exceptional
Exceeds grade
level standards
Proficient
Meets grade
level standards
Criteria
o
5
o
o
o
4
o
Approaching
Proficiency
Developing
Below grade
level standards
Limited
Significantly
below grade
level standards
o
o
3
o
o
o
o
o
o
o
o
o
2
1
Flows effortlessly with no more than 2 areas in which the
reader stumbles over word endings, omitted words, or
words that don’t belong
Correct use of simple, compound, and complex sentences
Most sentences have various beginnings
Overall, easy to read with no more than 3 areas in which
the reader stumbles over word endings, omitted words, or
words that don’t belong
Simple, compound, and complex sentences are used with
few errors
Many sentences have various beginnings
No more than 4 areas in which the reader stumbles over
omitted words, incorrect word endings, or words that don’t
belong
Good control over simple sentences
Some compound and complex sentences
Some varied beginnings
No more than 5 areas in which the reader stumbles
Several sentence fragments and run on sentences
Limited variety in sentence structure, length and beginning
6 or more areas in which the reader stumbles
Difficult to read
Sentences are incomplete or rambling
CONVENTIONS: GRAMMAR: subjective and objective pronouns, verb tenses and subject
verb agreement PUNCTUATION: end marks, colons, semicolons, commas, quotation marks,
and apostrophes CAPITALIZATION: capital letters at the beginning of each sentence,
proper nouns, proper adjectives, titles, and the pronoun “I”
Levels
Score
Criteria
Exceptional
Exceeds grade level
standards
To
Proficient
3
o
o
o
o
0 - 5 errors total
Repetitive error of the same skill only counts as one error
Multiple paragraphing with correct indentation
Handwriting is legible
o
o
o
o
6 - 10 errors total
Repetitive error of the same skill only counts as one error
Appropriate indentation when forming paragraphs
Handwriting is legible
o
o
o
11+ errors total
Repetitive error of the same skill only counts as one error
Handwriting might be illegible in some places but does not
interfere with readability
Meets grade level
standards
Approaching Proficiency
to
Developing
2
Below grade level
standards
Limited
Significantly below grade
level standards
1
Page 69
SPELLING: The writer uses correct spelling. A repetitive misspelled word is considered only
one error.
Levels
Score
Exceptional
Exceeds grade
level standards
To
o Most words are spelled correctly
2
Proficient
o All high frequency words are spelled correctly
o All incorrectly spelled words are easily decipherable
Meets grade
level standards
Developing
Criteria
1
Below
grade level
standards
o Most words are spelled correctly
o High frequency words are spelled correctly
o Incorrectly spelled words are not easily decipherable
o
Limited
Significantly
below grade
level
0
o Most words are misspelled, including high frequency
words
o Most words are not decipherable
Page 70
Victor Elementary School District
Fifth Grade: Persuasive Conference Scoring Sheet (see long form for details)
Evaluation
Number of Points
Comments
Criteria
5 Addresses the prompt strongly stating position and
stays on topic with 15 or more explanations and
1. Ideas and
examples supporting 3 convincing reasons for
Content
position
The writing is
4 Addresses the prompt stating position with 12 or more
clear and
explanations and examples supporting reasons for
focused with a
position
central theme. 3 Addresses the prompt states position, stays on topic
Details support
with 10 or more sentences supporting reasons, 2-3
the theme.
brief explanations or examples for each reason
2 Attempts to address the prompt and state a position, 9
or less sentences supporting reasons
1 Lacks a central idea or purpose. Text is difficult to
understand.
5 Inviting beginning and conclusion that revisits
position and leaves reader thinking, middle
2. Organization
paragraphs have topic sentence and 4 or more
details per paragraph, 4 or more transitions words
Information is
or phrases in paper
presented in
4 Inviting beginning and conclusion that revisits position,
clear
sequence,
middle paragraphs have topic sentence and three
supporting details, three transition words or phrases in
making
connections
paper
and transitions 3 Introduction and a sense of closure, middle
paragraphs have topic sentences and 2-3
among
sentences and
supporting details, two or less transition words in
paragraphs.
paper
2 Attempts introduction and conclusion, beginning to
form ideas in paragraphs, order may be unclear
1 Random sentences. Writing unclear.
5 Reader feels strong interaction with writer, writer shows
why reader needs to know and care about the topic
4 Reader feels and interaction with the writer, writer
3. Voice
The writing is
shows thoughts and feelings
individual,
3 Writing is personable not compelling, writer tells how
he or she feels
sincere and
2 Writing may be mechanical with a beginning sense of
lively.
writer’s thoughts and feelings, awareness of reader is
minimal.
1 Writer seems indifferent or uninvolved.
Page 71
Evaluation
Criteria
4. Word
Choice
The writer uses
language that
reflects an
opinion, evokes
strong images.
Precise verbs
and adjectives
used. Figurative
language might
be used.
5. Sentence
Fluency
The writer
develops
smooth flow
and rhythm in
sentences. Few
places where
the reader may
stumble over
word endings,
omitted words,
or words that
don’t belong.
6. Conventions
Number of Points
5
At least 6 examples
4
At least 4 examples
3
3 examples
2
2 or less examples
1
No examples
5
Text has a natural, fluent sound; with a combination of
simple, compound, and complex sentences
beginning in a variety of ways throughout the text.
Extensive variation in sentence structure, length, and
beginnings that flow easily.
Good control over simple sentences and uses
compound and complex sentences.
Good control over simple sentences. Some variety in
sentence structure, length, and beginning. 0-2
fragments and run-ons.
Writing is difficult to follow or read.
4
3
2
1
The writer uses
correct
punctuation,
capitalization
and grammar.
They may
manipulate
conventions for
stylistic effect.
3
0 – 5 errors show strong control over conventions,
handwriting is legible
2
6 – 10 errors in conventions, illegible in some places but
does not interfere with readability of text
1
11+ errors in conventions, illegible in some places but
does not interfere with readability of text
7. Spelling
2
The writer uses
correct spelling.
A repetitive
misspelled word
is considered 1
error.
1
Most words are spelled correctly, all high frequency
words spelled correctly, all incorrectly spelled words
are easily decipherable
High frequency words spelled correctly, 1 or more of
incorrectly spelled words may not be easily
decipherable.
High frequency words may be spelled incorrectly, 1 or
more incorrectly spelled words may not be easily
decipherable.
0
Comments
Page 72
5th Grade Persuasive Mini Scoring Guide
5th Grade Persuasive Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
12 3 4 5
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
0 1 2
Ideas and Content
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade Persuasive Mini Scoring Guide
5th Grade Persuasive Mini Scoring Guide
Student Name _______________________Date_____
Student Name ____________________ Date_____
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Ideas and Content
1 2 3 4 5
Organization
1 2 3 4 5
Organization
1 2 3 4 5
Voice
1 2 3 4 5
Voice
1 2 3 4 5
Word Choice
1 2 3 4 5
Word Choice
1 2 3 4 5
Sentence Fluency
1 2 3 4 5
Sentence Fluency
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
1 2 3
0 1 2
Conventions
Spelling
TOTAL SCORE: _____÷ 6 =
Page 73
•
•
•
•
Why We Use Persuasion:
To get someone to do something
To motivate them to action
To convince them to believe what you want
Influence someone’s thoughts or actions
To Persuade You Use:
• Reason: Facts, statistics, data, opinions of experts, evidence
• Emotion: Aim at the reader’s heart, beliefs, values, and feelings
• Ethics: Sincere honest tone that establishes reliability
•
•
•
•
The Persuasive Paper Includes:
An introduction
2-3 interior paragraphs
A counterargument (6th grade)
A conclusion
The Introduction:
• Gives some background information
• Gives the focus statement
• May state the reasons for your position
Introduction Hooks:
•
•
•
•
•
•
•
An unusual detail
A strong statement
A quotation.
An anecdote
A statistic or fact
A question
An exaggeration or outrageous statement
Middle Paragraphs:
• Provide arguments or reasons in each of the middle paragraphs
that logically support your position and includes some
elaboration/details
• Usually there are 3 strong arguments or reasons (3 paragraphs)
•
•
•
•
The Conclusion:
Summary of the main points or reasons
Restate your focus statement
A personal comment or a call to action
And sometimes a counterargument
Page 74
Persuasive Mini-Lesson
Focus: Ideas and Content
Grade Level: Fifth
Objective:
The learner will identify the position (in support of a proposal) or the main
character in a read aloud.
Materials:
Variety of picture books to read aloud and discuss (see suggestions
below)
Activities: (repeat lesson over several days)
o Teacher reads book aloud
o Students discuss what character wanted (position)
o Students identify reasons character used to persuade/convince
Follow-up:
Students (as a class or small groups) state position and give reasons for
that position on selected topics.
For examples: All fifth graders should have cell phones
Fifth graders should not have homework/
I need my own credit card.
We should have field trips once a month.
Suggested Resources:
Hey, Little Ant by Phillip and Hannah Hoose
Best Friends by Steven Kellogg
Don’t Let the Pigeon Drive the Bus by Mo Willem
The True Story of the Three Little Pigs by Jon Sciezka
Dear Mrs. LaRue by Mark Teague
Earrings by Judith Viorst
The Secret Knowledge of Grown-ups by David Wisneiwski
Page 75
Persuasive Mini-Lesson
Focus: Ideas and Content
Grade Level: Fifth
Objective:
The learner will give valid reasons to support a statement of position.
Materials:
Chalk and chalkboard
Variety of statements/opinions
Activities: (use more than one class period)
o Teacher writes an opinion on chalkboard
o Students get into small groups to discuss reasons that support the
opinion
o Each group shares a reason
o Teacher records reasons on chalkboard directed groups to give valid
reasons
Follow-up:
Groups continue to practice giving valid reasons to support a position
statement.
Examples of statements:
Students should have longer recesses.
Students should have more homework.
There should be Saturday school for students who don’t do homework.
Page 76
Grade 5
Persuasive Prompt
English/Language Arts Content Standards
2.4 Write persuasive letter or composition
a. state clear position in support of proposal
b. support position with relevant evidence
c. follow simple organizational pattern
d. address reader concerns
Expectations:
You will be writing a 5 paragraph persuasive letter. Correct letter
format will be used
Directions for Writing
Your principal is thinking about eliminating lunch recess because there are too
many discipline problems at that time, Think about your reasons for keeping recess
or eliminating recess and how you can convince the principal. Write a letter to the
principal explaining your position and reasons.
Page 77
Persuasive Resources
Is That a Fact Tony Stead
Nonfiction Writing from the Inside Out Laura Robb
Why We Must Run with Scissors Barry Lane
Writing Works! Persuasive Writing Stephanie Willett-Smith
Persuasive Writing: The Writing Teacher’s Handbook June Hetzel and
Deborah McIntire
Page 78
Fifth Grade High Frequency Writing Vocabulary List
This is the CORE High Frequency Spelling List. Words may be added but students need to
learn the basic CORE list.
Aa
Aa
Bb
Bb
Cc
Cc
Dd
Ee
Ff
face
each
copy
dark
bread
called
area
baby
a
early
corn
day
bright
came
arm
back
able
fact
earth
corner
dead
bring
can
around
bad
about
fall
east
correct deal
broken
can’t
as
ball
above
family
easy
cost
death
brother cannot
ask
band
according
famous
eat
cotton
decide
brought capital
asked
base
across
far
edge
could
deep
brown
car
at
basic
act
farm
eight
couldn’t describe
build
care
ate
be
action
fast
either
country desert
built
careful
attention bear
add
farther
electric
did
business carefully course
away
beat
addition
fast
else
cover
didn’t
carry
beautiful but
afraid
farther
cross
difference end
case
became buy
after
fear
energy
cut
different
cat
because by
afternoon
feel
engine
difficult
catch
become
again
feet
English
dinner
cattle
bed
against
fell
direction enough
caught
been
age
felt
equal
distance
cause
before
ago
few
especially field
do
center
began
ahead
even
does
century
begin
air
fight
evening
doesn’t
certain
behind
all
figure
ever
dog
chair
being
almost
fill
every
don’t
chance
believe
alone
finally
everyone
done
change
below
along
find
everything fine
door
check
beside
already
example
down
child
best
also
fire
except
draw
children
better
although
first
exercise
drive
choose
between
always
fish
experiment fit
drop
circle
beyond
am
explain
dry
city
big
American
five
eye
during
class
bird
among
flat
clean
bit
amount
floor
clear
black
an
fly
close
blood
ancient
follow
coast
blue
and
food
cold
board
animal
foot
color
boat
animals
for
column
body
another
force
come
book
answer
forest
common
born
any
farm
compare
both
anyone
forth
complete
bottom
anything
forward
contain
bought
apart
found
control
box
appear
cool
boy
are
Page 79
Ff
four
free
fresh
friend
from
front
full
fun
Gg
game
garden
gas
gave
general
get
girl
give
glad
glass
go
going
gold
gone
good
got
government
grass
gray
great
green
grew
ground
group
grow
grown
guess
Hh
had
hair
half
hand
happen
happened
happy
hard
has
hat
have
he
he’s
head
hear
heard
heart
heat
heavy
held
helpher
here
high
him
himself
his
history
hit
hold
hole
home
hope
horse
hot
hour
house
how
however
huge
human
hundred
hurt
Ii
I
I’d
I’ll
I’m
I’ve
ice
idea
if
important
in
inch
include
information
inside
instead
interest
into
iron
is
island
isn’t
it
it’s
its
itself
Jj
job
just
Kk
keep
kept
key
kind
king
kitchen
knew
know
knowledge
Ll
lady
land
language
large
last
late
later
lay
lead
learn
learned
least
leave
leaves
led
left
length
less
let
letter
level
life
light
like
line
list
listen
little
live
lived
living
long
longer
look
lost
lot
love
low
Mm
machine
made
main
major
make
man
many
map
mark
material
matter
may
maybe
me
mean
meant
measure
meat
meet
men
mental
method
middle
might
milk
million
mind
minute
miss
modern
moment
money
moon
more
morning
most
mother
mountain
mouth
move
movement
much
music
must
my
Nn
name
narrow
nation
natural
nature
near
necessary
need
neither
never
new
next
night
nine
no
nor
north
nose
not
note
nothing
notice
now
number
Page 80
Oo
object
ocean
of
off
office
often
oh
oil
old
on
once
one
only
open
opposite
or
order
other
our
out
outside
over
own
Pp
Qq
Rr
question race
page
quite
radio
pair
rain
paper
ran
part
rather
particular
reach
party
read
pass
reading
past
ready
path
real
pattern
really
pay
reason
people
record
perhaps
red
period
region
person
remember
pick
rest
picture
result
piece
return
place
rich
plan
ride
plane
right
plants
ring
play
river
please
road
point
rock
poor
room
position
rope
possible
rose
power
round
practice
row
present
rule
pretty
run
probably
problem
process
produce
product
public
pull
put
Ss
sad
safe
said
salt
same
sand
sat
saw
say
scale
school
science
sea
second
section
see
seem
seen
sell
send
sense
sent
sentence
separate
set
seven
several
shape
sharp
she
sheep
shell
ship
shop
shore
short
should
show
shown
side
sight
sign
silver
similar
simple
since
sing
single
sit
Ss
six
size
skin
sky
sleep
small
snow
so
soft
soil
sold
some
someone
something
son
song
soon
sound
south
space
speak
special
speech
speed
spend
spent
spoke
spot
spread
spring
square
stand
start
state
stay
steel
step
stick
still
stone
stood
stop
store
story
straight
strange
street
strong
study
Ss
subject
such
suddenly
sugar
summer
sun
suppose
sure
surface
system
Tt
table
tail
take
talk
tall
teacher
team
teeth
tell
temperature
ten
test
than
that
that’s
the
their
them
themselves
then
there
therefore
these
they
thick
thin
thing
think
third
this
those
though
thought
thousand
three
through
throughout
thus
time
tiny
to
today
together
told
too
took
top
total
touch
Tt
toward
town
train
travel
tree
trip
trouble
truck
true
try
turn
turned
twice
two
type
Page 81
Uu
under
understand
unit
United States
unless
until
up
upon
us
use
useful
usually
Vv
value
various
very
village
visit
voice
Ww
wait
walked
wall
want
war
warm
was
wasn’t
watch
water
way
we
we’ll
wear
weather
week
weight
well
went
were
west
what
when
where
whether
which
while
white
who
whole
whose
why
wide
wife
wild
will
wind
window
winter
wire
wish
with
within
without
woman
women
won
Ww
won’t
wonder
wood
words
work
world
would
wouldn’t
write
wrong
wrote
Xx
Yy
Zz
yard
year
yellow
yes
yet
you
you’ll
you’re
young
your
yourself
Page 82
Teacher _________________ Writing Assignment ____________________ Date ________
Grade Level _____________
Six Trait Chart for Analyzing and Scoring Student Writing
Name
Ideas
Organization
Voice
Word
Choice
Sentence
Fluency
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Conventions
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
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2
2
2
3
3
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3
3
3
3
3
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3
3
3
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3
3
3
3
3
Spelling
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Class Average
Strongest
Overall Traits
Traits for
Teaching Points
Page 83
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
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1
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1
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2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Teacher _________________ Student __________________ Grade______ Date_________
Trait
Student/Class Analysis of Writing by Trait
Analysis
Teaching Points:
Ideas
Teaching Points:
Organization
Teaching Points:
Voice
Teaching Points:
Word Choice
Teaching Points:
Sentence
Fluency
Teaching Points:
Conventions
Teaching Points:
Spelling
Page 84
Writing Strategy Profile for Grade ________________
Directions: List the three lowest areas/traits for the grade level. Specify the teaching
points/strategies that need to be addressed within each trait/criteria. For example, if the
class profile shows that a majority of students were having difficulty providing details in
their paper to support the main idea, then the teaching strategy lessons would focus on
adding specific details to support the topic. There may be several strategies for each
trait/criteria.
Trait/Criteria
Specific Teaching Strategies
Page 85