5th GR Writing Resource Packet

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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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 Poster9 Narrative Long Form Scoring Guide..10-14 Narrative Conference Scoring Sheet15-16 Narrative Mini Scoring Sheet17 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 Guide28-32 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 Sheet58 Strategy Lessons for Expository Writing..59-61 Transitions for Expository Writing62 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 Sheet73 Strategy Lessons for Persuasive Writing...74-76 Persuasive Writing Prompt...77 Resources for Persuasive Writing78 6. Other Resources Fifth Grade High Frequency Writing List79-82 Class Analysis Sheet83 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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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 editors 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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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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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 physical appearances thoughts and feelings actions Involves dialogue/monologue Written in first person Concludes with feelings or reflections about the incident or the lesson learned
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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 5 o o Criteria Addresses the prompt with a compelling incident that holds the readers 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
Exceptional Exceeds grade level standards
Proficient Meets grade level standards
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 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 Attempts to group related ideas that may focus on one topic Includes at least 1 telling detail. Lacks a central idea or purpose Text is difficult to understand
Approaching Proficiency
o o
Developing Below grade level Limited Significantly below grade level
o o
o o
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ORGANIZATION: Information is presented in clear sequence, making connections and transitions among sentences and paragraphs
Levels Exceptional Exceeds grade level standards Score 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
Proficient Meets grade level standards 4
VOICE: Develop writing that is individual, sincere, and lively

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Levels Exceptional Exceeds grade level standards
Score 5
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 Writers 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 writers thoughts and feelings o Awareness of reader is minimal o o o Writing lacks involvement and is flat and lifeless
WORD CHOICE: The writer uses words that capture the readers interest and convey meaning
Levels Score 5 o
Exceptional
Exceeds grade level standards
Meets grade level standards
Proficient
o o
Approaching Proficiency Developing

Below grade level
Significantly below grade level
2 1
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 readers interest Over use of common words
Limited
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SENTENCE FLUENCY: Develop smooth flow and rhythm in sentences and paragraphs
Levels
Score 5 o
Exceptional
Proficient

Below grade level
o o
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 dont 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 dont 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 dont 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 dont 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.
Limited
o o
CONVENTIONS: The writer uses correct grammar, punctuation, capitalization, usage, and paragraphing. Consider overall length of paper.
Levels
Exceeds grade level standards To
Score 3 o o o o
Exceptional
Criteria 0 5 Errors Show Strong Control over Conventions May manipulate conventions for stylistic effect throughout text Punctuation, Capitalization, and Grammar Multiple paragraphing with correct indentation 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.
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Proficient
Approaching Proficiency To Developing

Below grade level
o o o o
Limited
o o
Spelling: A REPETITIVE MISSPELLED WORD IS ONLY CONSIDERED 1 ERROR Levels

Exceeds grade level standards To
Score 2
Criteria
o Most words are spelled correctly o All high frequency words are spelled correctly
Exceptional
Proficient
o All incorrectly spelled words are easily decipherable
Developing
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
o Most words are misspelled, including high frequency words o Most words are not decipherable
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Evaluation Criteria 1. Ideas and Content

The writing is clear and focused with a central theme. Details support the theme.
Victor Elementary School District Fifth Grade: Narrative Conference Scoring Sheet Number of Points 5
Addresses the prompt with a compelling incident that holds the readers 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.
Comments
4 3 2 1
2. Organization
Information is presented in clear sequence, making connections and transitions among sentences and paragraphs.
2 1 3. Voice
The writing is individual, sincere and lively.
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. Writers 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 writers thoughts and feelings. Awareness of reader is minimal. Writing lacks involvement and is flat and lifeless.
4 3 2 1
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Evaluation Criteria 4. Word Choice

The writer uses words that capture the readers interest and convey meaning (color words and the words good, nice, big and little) do not count.
Number of Points 5 4 3
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 readers 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. 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. 0 5 errors show strong control over conventions, handwriting is legible 6 - 10 errors in conventions, illegible in some places but does not interfere with readability of text 11+ errors in conventions, handwriting illegible and interferes with readability of text
Comments
2 1 5
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 dont belong.
4 3 2 1 3 2 1
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.
2 1 0
Most words are spelled correctly, all high frequency words spelled correctly, all incorrectly spelled words are easily decipherable. High frequency words spelled correctly, one or more of incorrectly spelled words not easily decipherable High frequency words may be spelled incorrectly, one or more of incorrectly spelled words not easily decipherable
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5th Grade Narrative Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade Narrative Mini Scoring Guide Student Name ____________________ Date_____ 12 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
TOTAL SCORE: _____ 6 =
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade Narrative Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade Narrative Mini Scoring Guide Student Name ____________________ Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
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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.
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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 Amelias 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.
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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
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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.
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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 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
Adding a Point Transitions in addition besides again next also too further moreover finally it follows then hence so on this account
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Comparison Transitions
like
Contrast Transitions
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
therefore thus then accordingly as a result consequently for this reason finally in brief in short to sum up to conclude in conclusion
Result Transitions
therefore thus then accordingly as stated consequently for this reason in other words
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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 and develop a paragraph plot that includes a point of view and a. an introductory conflict and support a central idea with a topic sentence b. Establish b. atonear Describe the setting of the first paragraph the beginning 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.
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Literature Resources Author

Aliki
Book
Marianthes Story One: Painted Words Story Two: Spoken Memories Arthurs Nose The Memory String
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 doesnt like his nose and tries to change his appearance. Each button on Lauras memory string represents a piece of her familys 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: its also for recording new memories During the L.A. riots a young boy and his mother discover the value of getting along with others Grandpas 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.
Theme
Poignant Displacement & Acceptance Response to Literature Personal Narrative Self acceptance Accepting the new
Brown, Marc Bunting, Eve
Bunting, Eve
Smoky Night
Getting along with others
Clement, Rod Cooney, Barbara
Grandpas Teeth Miss Rhumphius
Honesty, Humor Narrative: Descriptive memoir/character Responsibility Respect Respect Perseverance
dePaola, Tomie
The Art Lesson
Hazen, Barbara Shook
Tight Times
Henkes, Kevin
A Weekend with Wendell
Henkes, Kevin
Sheila Rae, The Brave
Henkes, Kevin
Lilys Purple Plastic Purse
Hoffman, Mary Houston, Gloria
Amazing Grace The Year of the Perfect Christmas Tree
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
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.
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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 Teachers Handbook by June Hetzel and Deborah McIntire
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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: Readers/Writers 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 authors message is important
I think that .?
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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 Score o o o o o o Criteria Addresses the prompt Authors meaning is stated Personal ideas or comments are supported by examples from the text Information stated in writers own words, except for key words related to the main topic Maintains tone and meaning of original text 1015 sentences stating the most important points. They include: Accurate Facts Examples Addresses the prompt Authors meaning is stated Personal ideas or comments are supported by examples from the text Information stated in writers 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 Authors meaning is stated Personal ideas or comments are supported by examples from the text Information stated in writers 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 writers 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 Authors meaning is changed
Exceptional
Proficient
o o o o o
o o o o o
Developing
Below grade level
o o o o o
Limited
o o o
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ORGANIZATION: Information is organized using a plan that is logical and maintained. Levels Score
o
Criteria
o o Well thought out opening paragraph which states the title of the text, genre and the authors theme A paragraph summarizing the main idea of the text including the characters, setting, conflict, major event and resolution A paragraph containing a readers 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, authors 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 authors theme A paragraph summarizing the main idea of the text including the characters, setting, conflict, major events and resolution A paragraph containing a readers 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, authors 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 authors 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 readers 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, authors 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 authors message May be copied Random sentences Writing is unclear, even after rereading, the reader remains confused Redundant information
Exceptional
o o o o
Proficient
o o
o o o o
o o
o o o o
Developing
Below grade level
o o o o o o o o o
Limited
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Levels Score 5
o o o o
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) 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 Writers 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 writers thoughts and feelings Awareness of reader is minimal Writing lacks involvement and is flat and lifeless
Exceptional
Proficient
o o o

Below grade
level
o o o
o o o
Limited
Levels Score 5
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 readers interest Over use of common words
Exceptional
Proficient

Below grade
level
3 2
Limited
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Levels
Score o
Exceptional
5
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 dont 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 dont 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 dont 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 dont 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.
Proficient
4
o
3
o
Developing
Below grade level
2
o o
Limited
o o
CONVENTIONS: The writer uses correct grammar, punctuation, capitalization, usage, and paragraphing Levels Score Criteria 0 5 Errors Show Strong Control over Conventions Exceptional
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 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
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to
Developing
Below grade level
o o o o
Limited
o o
Spelling: A REPETITIVE MISSPELLED WORD IS ONLY CONSIDERED 1 ERROR Levels Exceptional To Proficient Score Criteria o Most words are spelled correctly, all high frequency words spelled correctly. o All incorrectly spelled words are easily decipherable.
Developing
Below grade level
o High frequency words spelled correctly, 1 or more incorrectly spelled words are not easily decipherable. o High frequency words may be spelled incorrectly, 1 or more incorrectly spelled words are not easily decipherable.
Limited
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Victor Elementary School District Fifth Grade: Response to Literature Conference Scoring Sheet Evaluation Criteria
5
Number of Points
Addresses the prompt in own words with accurate facts and examples, authors 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, authors 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, authors 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, authors 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 readers analysis and evaluations of the text, middle paragraphs have 8 or more supporting details, conclusion refers to the main idea and/or authors 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 readers analysis and evaluations of the text, middle paragraphs have 6 - 7 supporting details, conclusion refers to the main idea and/or authors 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 readers 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 Writers 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 Writing may be mechanical with little sense of writers thoughts and feelings. Awareness of reader is minimal. Writing lacks involvement and is flat and lifeless.
audience. May use some dialogue. Emotions used to reflect the feelings of the characters concerning the events being described.
Comments
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.
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The writer uses words that capture the readers 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 5 4 3 2 1 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 readers 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
Comments
4. Sentence Fluency
5. Conventions (Consider the length of the paper.)
3 2 1
0 5 errors show strong control over conventions, handwriting is legible 6 - 10 errors in conventions, illegible in some places but does not interfere with readability of text 11+ errors in conventions, handwriting illegible and interferes with readability of text
6. Spelling
Most words are spelled correctly, all high frequency words spelled correctly, all incorrectly spelled are easily decipherable High frequency words spelled correctly, one or more of incorrectly spelled words are easily decipherable High frequency words may be spelled incorrectly, one or more of incorrectly spelled words not easily decipherable
1 0
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5th Grade RTL Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade RTL Mini Scoring Guide Student Name ____________________ Date_____ 12 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade RTL Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade RTL Mini Scoring Guide Student Name ____________________ Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
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Response to Literature Start with oral 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
move to written responses
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 Zuckermans barn from Charottes 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 Fannies Hat by Jan Karon or Wilfred in Wilfred Gordon McDonald Partridge by Mem Fox
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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 youve 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)?
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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?
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Guidelines for Discussion of Literary Elements Author

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?
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Characters
Plot
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?
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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 Flap books Accordion books Shape books Alphabet books Pop-ups Concertinas Mobiles Interviewing a character Character Report Card Posters Wanted Missing 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 (birds eye view) Diorama Postcards Story Maps Literary Report Card Literary Passport News report/newspaper Letters Multiple Choice Retelling Storytelling
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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 couldnt 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
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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 doesnt 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 doesnt 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 doesnt 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 dont listen to others Be true to yourself Doing what you know to be wrong brings unhappiness and low self worth
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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
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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.
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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 characters actions. 4. After several sessions, students read piece of literature silently and write a paragraph stating thoughts/opinions about a characters 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.
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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.
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Response to Literature Resources

Houghton Mifflin Teachers 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
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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)
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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
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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 Exceptional Exceeds grade level standards Score o o o o o Criteria Addresses the prompt Well-developed topic with support and relevant examples Uses knowledge and personal experiences to enrich the topic Information stated in writers own words 16-18 strong supporting details that focus on the stated topic. They include: Accurate Facts Explanations Examples
Proficient
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 writers own words 13-15 or more strong supporting details that focus on the stated topic. They include: Accurate Facts Explanations Examples
o o o o
Addresses the prompt Uses knowledge and personal experiences to enrich the topic Information stated in writers own words 10-12 supporting details that focus on the stated topic. They include: Accurate Facts Explanations
Developing
Below grade level
o o o o
Attempts to address the prompt Some information stated in writers own words 8-9 supporting details that focus on the stated topic. Sometimes off topic
Limited
o o
Does not address the prompt Ideas difficult to follow or shows lack of focus
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ORGANIZATION: Information is organized using a plan that is logical and maintained.

Levels Exceptional Exceeds grade level standards Score o Criteria 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 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 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 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 Random sentences Writing is unclear, even after rereading, the reader remains confused Redundant to obvious transitions
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o o o o o
o Proficient Meets grade level standards
o o o o o
o o o o o
Developing Below grade level
o o o o o o
Limited Significantly below grade level
o o o

Levels
Score
Criteria 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) Writers thoughts and feelings are strong Writer communicates thoughts and feelings to the reader/audience Writing may be mechanical with little sense of writers thoughts and feelings Awareness of reader is minimal Writing lacks involvement and is flat and lifeless
Exceptional
Proficient
4 3

Below grade level
o o
Limited
Levels Score Criteria o o o 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 readers interest
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5
Exceptional
Proficient

Below grade level
o o o
2 1
o
Limited
Levels Score 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 dont belong Uses a combination of simple, and 10+ compound, or complex sentences beginning in a variety of ways throughout the text
Exceptional
5
o
o
Proficient
4
o
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 dont belong Sections of writing have rhythm and flow using simple sentences and 5 - 9 compound or complex sentences
3
o
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 dont belong Use of 2 - 4 compound and complex sentences
2 Developing
Below grade level
o o
Good control over simple sentences with no more that 6 areas in which the reader stumbles over word endings, omitted words, or words that dont belong Some variety in sentence structure, length, and beginning May continue to use fragments and run-ons (0 2)
Limited
o o
Writing is difficult to follow or read Sentences tend to be incomplete, rambling or very awkward.
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CONVENTIONS: The writer uses correct grammar, punctuation, capitalization, usage, and paragraphing. (Consider the overall length of the paper.)
Levels Score 3 o o o o Criteria 0 5 Errors Show Strong Control over Conventions May manipulate conventions for stylistic effect throughout text Punctuation, Capitalization, and Grammar Multiple paragraphing with correct indentation Handwriting is legible
Exceptional
Exceeds grade level standards To Meets grade level standards
Proficient
To Below grade level
2 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 o o Punctuation, Capitalization, and Grammar Handwriting illegible in some places but does not interfere with readability of text
Developing
Limited
Spelling: A REPETITIVE MISSPELLED WORD IS ONLY CONSIDERED 1 ERROR Levels

Score 2
Criteria
o Most words are spelled correctly o All high frequency words are spelled correctly
Exceptional To Proficient
o All incorrectly spelled words are easily decipherable 1
Developing
Below grade level
o o o
Most words are spelled correctly High frequency words are spelled correctly Incorrectly spelled words are not easily decipherable.
Limited
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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 writers 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 writers own words a central theme. Details support 3 Addresses the prompt using knowledge and personal experience in 10-12 supporting details in writers 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 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 Writers thoughts and feelings are strong. 3 Writer communicates thoughts and feelings to the reader/audience. 2 Writing may be mechanical with little sense of writers thoughts and feelings. Awareness of reader is minimal. 1 Writing lacks involvement and is flat and lifeless.
3. Voice The writing is individual, sincere and lively.
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Number of Points 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
Comments
The writer uses words that capture the readers 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
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
3 2 1
0 5 errors show strong control over conventions, handwriting is legible 6 10 errors in conventions, illegible in some places but does not interfere with readability of text 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.
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5th Grade Expository Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade Expository Mini Scoring Guide Student Name ____________________ Date_____ 12 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade Expository Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade Expository Mini Scoring Guide Student Name ____________________ Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
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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.
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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 Explainas 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 rattlesnakes heat-sensing capability can detect and pinpoint prey, even in total darkness, as lang as the prey animals 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
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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.
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Transition Words/Phrases for Expository Writing in addition furthermore certainly similarly equally important for example for this reason along with for another thing especially to conclude in other words in brief as an example although basically in particular again another besides further furthermore in conclusion in the same way for one thing of course to summarize to begin with for instance in fact as an illustration therefore however in fact indeed also last like lastly
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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.
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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
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Elements of Persuasive Writing

Purpose: To support a cause To change a rule, policy, persons attitude, behavior, or situation To ask for money, votes, or privileges Written in first person Forms: essays, speeches, advertisements, letters toeditor, or friendly letters Argues for or against a position 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) Appeals to rational thinking, emotion, or ethics Types of arguments: o shared values o o o common goals common sense emotion
o benefits to the audience: financial, health, safety, or social status Organizational pattern: order of importance Structure o An opening statement of the authors 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 readers concerns o A conclusion drawn from arguments
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an opinion that is clear and focused. Levels Score Exceptional Exceeds grade level standards o o o o o
Victor Elementary School District 5th Grade Persuasive Writing Scoring Guide IDEAS AND CONTENT: The heart of the writing identifies a position and expresses
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 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 o o o o 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
Developing Below grade level standards
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 o o o o Does not address the prompt o Does not state a position o Off topic with few coherent sentences
Limited Significantly below grade level standards
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ORGANIZATION: Information is organized using an organizational plan that is logical and maintained.
Levels Exceptional Exceeds grade level standards
Score
Criteria o Inviting beginning that grabs the readers 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 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
Developing Below grade level standards
o o o o o
Limited Significantly below grade level
o Random, unclear, confusing sentences
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VOICE: Voice is the writers personality. Voice delivers interesting or surprising information and quite often demonstrates emotion (anger, humor, sadness, or joy).
Levels
Score
o
Criteria
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. Writers awareness of the reader is minimal. Beginning sense of writers thoughts and feeling come through. Writing may be mechanical. Writer seems indifferent, uninvolved, or distanced from the topic and audience.
o o o o o o o o o o o o o o
Proficient Meets grade level standards Approaching Proficiency
4 3
Developing Below grade level standards Limited Significantly below grade level standards
2 1
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 5 4 3 2 1
o o
Criteria
At least 6 examples (see descriptor above)
o o
At least 4 examples (see descriptor above) At least 3 examples (see descriptor above)
2 or less examples (see descriptor above)
No examples (see descriptor above)
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SENTENCE FLUENCY: The writer creates a natural, fluent sound that glides from one sentence to the next.
Levels
Score
o
Criteria
Flows effortlessly with no more than 2 areas in which the reader stumbles over word endings, omitted words, or words that dont 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 dont 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 dont 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
5
o o o
4
o o o
3
o o o o o o o o o
Developing Below grade level standards Limited Significantly below grade level standards
2 1
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 To Proficient
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
Approaching Proficiency to Developing

Below grade level standards
o o o 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 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
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Significantly below grade level standards
Limited
SPELLING: The writer uses correct spelling. A repetitive misspelled word is considered only one error.
Levels
Exceeds grade level standards To Meets grade level standards
Score
Criteria o Most words are spelled correctly
Exceptional
o All high frequency words are spelled correctly o All incorrectly spelled words are easily decipherable
Proficient
Developing
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
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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. writers thoughts and feelings, awareness of reader is minimal. 1 Writer seems indifferent or uninvolved.
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The writer uses language that reflects an opinion, evokes strong images. Precise verbs and adjectives used. Figurative language might be used.
Number of Points 5 4 3 2 1 At least 6 examples At least 4 examples 3 examples 2 or less examples No examples
Comments
5. Sentence Fluency
5 4 3 2 1 3 2 1 2 1 0
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. 0 5 errors show strong control over conventions, handwriting is legible 6 10 errors in conventions, illegible in some places but does not interfere with readability of text 11+ errors in conventions, illegible in some places but does not interfere with readability of text 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.
6. Conventions
7. Spelling
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5th Grade Persuasive Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade Persuasive Mini Scoring Guide Student Name ____________________ Date_____ 12 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -
5th Grade Persuasive Mini Scoring Guide Student Name _______________________Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
5th Grade Persuasive Mini Scoring Guide Student Name ____________________ Date_____ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 0 1 2 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Spelling
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Why We Use Persuasion: To get someone to do something To motivate them to action To convince them to believe what you want Influence someones thoughts or actions
To Persuade You Use: Reason: Facts, statistics, data, opinions of experts, evidence Emotion: Aim at the readers 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
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Persuasive Mini-Lesson
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 Dont 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
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Persuasive Mini-Lesson
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 dont do homework.
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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.
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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 Teachers Handbook June Hetzel and Deborah McIntire
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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 cant 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 couldnt 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 didnt 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 doesnt certain behind all figure ever dog chair being almost fill every dont 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
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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 hes 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 Id Ill Im Ive ice idea if important in inch include information inside instead interest into iron is island isnt it its 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
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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 thats 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
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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 wasnt watch water way we well 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 wont wonder wood words work world would wouldnt write wrong wrote
Xx
Yy yard year yellow yes yet you youll youre young your yourself
Zz
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 Conventions Spelling
12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 Class Average Strongest Overall Traits Traits for Teaching Points
12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345
12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345
12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345
12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345
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 1 1 1 1 1 1 1 1 1
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
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
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
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 1 1 1 1 1 1 1 1 1
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
Page 83
Teacher _________________ Student __________________ Grade______ Date_________
Trait Ideas
Student/Class Analysis of Writing by Trait Analysis Teaching Points:
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

5th GR Writing Resource Packet

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What is the purpose of this document?

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What are the main sections covered in the document?

What are the main sections covered in the document?

Fifth Grade Essential Writing Standards Program

Victor Elementary School District

VICTOR ELEMENTARY SCHOOL DISTRICT

Exceptional Exceeds grade level standards

Proficient Meets grade level standards

Developing Below grade level Limited Significantly below grade level

Proficient Meets grade level standards 4

Developing Below grade level Limited Significantly below grade level

VOICE: Develop writing that is individual, sincere, and lively

Levels Exceptional Exceeds grade level standards

Proficient Meets grade level standards

Developing Below grade level Limited Significantly below grade level

Meets grade level standards

Approaching Proficiency Developing

Approaching Proficiency Developing

Approaching Proficiency To Developing

Spelling: A REPETITIVE MISSPELLED WORD IS ONLY CONSIDERED 1 ERROR Levels

o All incorrectly spelled words are easily decipherable

Significantly below grade level

Evaluation Criteria 1. Ideas and Content

Evaluation Criteria 4. Word Choice

TOTAL SCORE: _____ 6 =

TOTAL SCORE: _____ 6 =

TOTAL SCORE: _____ 6 =

TOTAL SCORE: _____ 6 =

Focus: Ideas and Content

Grade Level: Fifth

Narrative Mini-Lesson Focus: Effective Details Grade Level: Fifth

Possible Topics (These could be generated by students.)

Grade Level: Fifth

Narrative Mini-Lesson Focus: Word Choice Grade Level: Fifth

Additional Narrative Lessons:

similar to equally comparable in the same way correspondingly

Spatial Org. Transitions

Grade 5 Narrative Prompt

Literature Resources Author

Brown, Marc Bunting, Eve

Getting along with others

Clement, Rod Cooney, Barbara

Grandpas Teeth Miss Rhumphius

Honesty, Humor Narrative: Descriptive memoir/character Responsibility Respect Respect Perseverance

The Art Lesson

Hazen, Barbara Shook

A Weekend with Wendell

Sheila Rae, The Brave

Lilys Purple Plastic Purse

Hoffman, Mary Houston, Gloria

Amazing Grace The Year of the Perfect Christmas Tree

Inference Love conquers over all

Connections Learning to assert

Exceeds grade level standards

Meets grade level standards

Significantly below grade level

Meets grade level standards