APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 1
6/16/15
1
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.1a – W.1d, W.2a – W.2e, W.3a – W.3e
1. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing.
2. Create personal and fictional narratives with a strong personal voice.
3. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length).
6/16/15
2
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4
6/16/15
3
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
RESOURCES AND NOTES FOR QUARTER 1:
6/16/15
4
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 2
6/16/15
5
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.1a – W.1d, W.2a – W.2e, W.3a – W.3e
1. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing.
2. Create personal and fictional narratives with a strong personal voice.
3. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length).
6/16/15
6
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4, W.5, W.6
6/16/15
7
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.7, W.8, W.9a – W.9b
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
6/16/15
Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth.
Acknowledge the need to treat all viewpoints fair-mindedly.
Recognize what they know and don’t know (intellectual humility).
Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason).
Summarize and support key ideas.
Demonstrate comprehension of information with supporting logical and valid inferences.
Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience.
Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models).
Provide documentation of sources used in a grade-appropriate format.
Accurately explain the implications of concepts they use.
Identify irrelevant ideas and use concepts and ideas in ways relevant to their purpose.
Analyze concepts and draw distinctions between related but different concepts.
Demonstrate use of language that is careful and precise while holding others to the same standards. Distinguish clearly and precisely the difference between an implication
and consequence.
8
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.10
6/16/15
9
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
RESOURCES AND NOTES FOR QUARTER 2:
6/16/15
10
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 3
6/16/15
11
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.1a – W.1d, W.2a – W.2e, W.3a – W.3e
1. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing.
2. Create personal and fictional narratives with a strong personal voice.
3. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length).
6/16/15
12
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4, W.5, W.6
6/16/15
13
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.7, W.8, W.9a – W.9b
1. Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth.
2. Acknowledge the need to treat all viewpoints fair-mindedly.
3. Recognize what they know and don’t know (intellectual humility).
4. Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason).
5. Summarize and support key ideas.
6. Demonstrate comprehension of information with supporting logical and valid inferences.
7. Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience.
8. Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models).
9. Provide documentation of sources used in a grade-appropriate format.
10. Accurately explain the implications of concepts they use.
11. Identify irrelevant ideas and use concepts and ideas in ways relevant to their purpose.
12. Analyze concepts and draw distinctions between related but different concepts.
13. Demonstrate use of language that is careful and precise while holding others to the same standards. Distinguish clearly and precisely the difference
between an implication and consequence.
6/16/15
14
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.10
6/16/15
15
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
RESOURCES AND NOTES FOR QUARTER 3:
6/16/15
16
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 4
6/16/15
17
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.1a – W.1d, W.2a – W.2e, W.3a – W.3e
1. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing.
2. Create personal and fictional narratives with a strong personal voice.
3. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length).
6/16/15
18
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4, W.5, W.6
6/16/15
19
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.7, W.8, W.9a – W.9b
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
6/16/15
Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth.
Acknowledge the need to treat all viewpoints fair-mindedly.
Recognize what they know and don’t know (intellectual humility).
Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason).
Summarize and support key ideas.
Demonstrate comprehension of information with supporting logical and valid inferences.
Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience.
Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models).
Provide documentation of sources used in a grade-appropriate format.
Accurately explain the implications of concepts they use.
Identify irrelevant ideas and use concepts and ideas in ways relevant to their purpose.
Analyze concepts and draw distinctions between related but different concepts.
Demonstrate use of language that is careful and precise while holding others to the same standards. Distinguish clearly and precisely the difference between an implication and consequence.
20
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.10
6/16/15
21
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 5
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
RESOURCES AND NOTES FOR QUARTER 4:
6/16/15
22