Chicopee Public Schools

Chicopee Public Schools

Writing Process Handbook

Grade 5 Instructional Guidelines

The primary focus of writing instruction in Grade 5 is to promote mastery of all steps of the writing process and refinement of writing across the curriculum. Students should build on previously taught skills to develop independence in writing in a variety of genre and content areas. Typical writing skills of students entering Grade 5 are as follows: Students are refining more independent writing skills and developing a degree of purposefulness in their choice of vocabulary, supporting details and sentences. By the end of Grade 5 students are expected to independently apply the writing process in all subject areas across the curriculum. Writing expectations shift from a focus on narrative text structures to expository text structures. Students at this level should be able to identify and use the writing process steps to produce a coherent and concise piece of writing. They should demonstrate the ability to convey the writers’ purpose and voice with the use of techniques such as dialogue, figurative language, complex sentence structures and precise transitions.

Writing instruction models vary from building to building and teacher to teacher. Some teachers may prefer to teach writing daily within the ELA block, while others may wish to follow the model provided in the basal reader. In Grade 5, writing instruction should take place on a daily basis in a number of different venues, such as journal writing, a formal response to a prompt, or a longer published piece to name a few. Teachers have the option of teaching writing within the language arts block or scheduling a Writer’s Workshop. The writing process can be taught as whole class lessons enabling student to benefit from techniques modeled by the teacher and other students. Teacher’s creativity and enthusiasm about writing is an important tool to develop students’ skills as authentic lifelong writers. Teachers use different methods and materials to teach writing, but it is important to note that informal and formal writing experiences should be integrated throughout the content areas.

Instructional challenges:

· Writing Challenges:

o Making the transition to writing in a variety of expository formats

o Developing independence in all steps of the writing process

o Evaluating and ordering information collected for expository writing

o Using techniques that convey writer’s purpose and voice

o Using a phrases, clauses, and complex sentence structures

· Differentiated instruction based on students’ different ability levels

· Students different levels of prior knowledge, specifically in the content areas

· Time management

· Classroom Management

Suggested resources:

· Building level support staff

· On-site staff trained in the Chicopee Public Schools Writing Process

· Chicopee Public School Writing Handbook

· Writing Process Resource Book

· Write Source Teacher Resources

· Online Resources

Document A

Chicopee Public Schools Grade 5 Writing Scope & Sequence Full Year

Grade

Standard

Text Structure

Prewriting Strategies

Revising Skills

Revising

Tools

Editing Skills

Editing Tools

Publishing

Full Year

Respond to a Prompt

5 Paragraph Essay;

Introduction

3 Supporting Paragraphs & Conclusion

(Paragraphs to be a Minimum of 5 Sentences and 3 Supporting Details)

Main Idea is Well Developed with Supporting Evidence

All Sentences on Topic

Evidence of Voice/Writers Purpose

Descriptive Paragraph

Summary Paragraph

Personal Narrative Essay

Narrative Story:

Setting, Characterization, Plot

Business Letter

Biography

Expository Essay

Sequential

Comparative

Cause/Effect

Persuasive

Problem/Solution

Research Report

Open Response Essay with Strong Supporting Evidence

Narrative Poem

Discussion

Brainstorming List

Quick Writes

Webbing

Story Map

Sequence Chart

Time Line

Venn Diagram

KWL Chart

Graphic Organizers:

Main Idea & Details

Flow Chart

Position/Evidence

Notetaking

Outline:

Topic/Subtopic/

Fact/Details

Strong Introduction

Smooth Transitions

Add Sufficient Supporting Details/Examples

Stay on Topic

Strong Conclusion

Combine Sentences

Ordering Information

Use Sensory Language

Use Precise Vocabulary

Add Dialogue

Use Figurative Language

Use Sentence Variety

Expand Sentence

With Adjective/Phrases

Use of Voice

Focus on Writer’s Purpose

Find/Evaluate Information

Read Aloud to Self

Author’s Chair

Peer Revising (Individual or Group)

Revising Checklist

Word Lists

Thesaurus

Teacher Conference

Correct Capitalization

Correct Punctuation

Edit Spelling Errors

Correct Use of Possessive Nouns

Business Letter Format

Sentence Structure Fragments & Run On Sentences

Commas for Context Clues/Interjections

Subject/Verb Agreement

Use Precise Adverbs

Correct Use of Prepositional Phrases

Pronoun Reference

Quotations

Personal Word Lists

Editing Checklists

Peer Editing

Proofreading Marks

Colored Pencils

Dictionary

Thesaurus

Rubric

Journal Entry

Essay

Typed Format

Book Format

Share/Read Aloud

Illustration

Diorama

News Article

Oral Report/Speech

Anthology

Magazine Article

Document A

Chicopee Public Schools				Grade 5 Writing Scope & Sequence			By Terms

Grade	Standard	Text Structures	Prewriting Strategies	Revising Skills	Revising Tools	Editing Skills	Editing Tools	Publishing
First
Term	Respond to a Prompt	Descriptive Paragraph	Discussion	Strong Introduction	Read Aloud to Self	Correct Capitalization	Personal Word Lists	Journal Entry
	5 Paragraphs Essay:	Summary Paragraph	Brainstorming List	Smooth Transitions	Author's Chair	Correct Punctuation	Editing Checklists	Essay
	Introduction, 3	Personal Narrative	Quick Writes	Add Sufficient Supporting	Peer Revising	Edit Spelling Errors	Peer Editing	Typed Format
	support paragraphs	Essay	Webbing	Details/Examples	(Individual or Group)	Correct Use of	Proofreading Marks	Book Format
	& Conclusion	Business Letter	Story Map	Stays on Topic	Revising Checklist	Possessive Nouns	Colored Pencils	Share/ Read Aloud
	(Paragraphs to be	Expository Essay -	Sequence Chart	Strong Conclusion	Word Lists	Business Letter Format	Dictionary	Illustration
	a Minimum of 5	Sequential	Time Line	Combine Sentences	Thesaurus	Sentence Structure	Thesaurus	Diorama
	Sentences and 3	Open Response Essay -	Venn Diagram	Ordering Information	Teacher Conference	(Fragments &	Rubric	News Article
	Supporting Details)	with Strong Supporting	KWL Chart	Use Sensory Language		Run On Sentences)		Oral Report/Speech
	Main Idea is Well	Evidence	Graphic Organizers -					Anthology
	Developed with		Main Idea & Detail					Magazine Article
	Supporting Evidence		Flow Chart
	All Sentences on		Position/Evidence
	Topic		Note Taking
	Evidence of Voice/		Outline-
	Writer's Purpose		(Topic/Subtopic/Fact/
			Detail)
Second
Term	Respond to a Prompt	Narrative Story - Setting	Discussion	Strong Introduction	Read Aloud to Self	Correct Capitalization	Personal Word Lists	Journal Entry
	5 Paragraphs Essay:	Characterization, Plot	Brainstorming List	Smooth Transitions	Author's Chair	Correct Punctuation	Editing Checklists	Essay
	Introduction, 3	Biography	Quick Writes	Add Sufficient Supporting	Peer Revising	Edit Spelling Errors	Peer Editing	Typed Format
	support paragraphs	Narrative Poem	Webbing	Details/Examples	(Individual or Group)	Correct Use of	Proofreading Marks	Book Format
	& Conclusion	Expository-	Story Map	Stays on Topic	Revising Checklist	Possessive Nouns	Colored Pencils	Share/ Read Aloud
	(Paragraphs to be	Cause/Effect	Sequence Chart	Strong Conclusion	Word Lists	Business Letter Format	Dictionary	Illustration
	a Minimum of 5	Open Response Essay -	Time Line	Combine Sentences	Thesaurus	Sentence Structure	Thesaurus	Diorama
	Sentences and 3	with Strong Supporting	Venn Diagram	Order Information	Teacher Conference	(Fragments &	Rubric	News Article
	Supporting Details)	Evidence	KWL Chart	Use Sensory Language		Run On Sentences)		Oral Report/Speech
	Main Idea is Well		Graphic Organizers -	Use Precise Vocabulary		Commas for Context		Anthology
	Developed with		Main Idea & Detail	Add Dialogue		Clues/Interjections		Magazine Article
	Supporting Evidence		Flow Chart	Use Figurative Language		Subject/Verb Agree
	All Sentences on		Position/Evidence	Use Sentence Variety
	Topic		Note Taking	Expand Sentences
	Evidence of Voice/		Outline-	with Adj./ Phrases
	Writer's Purpose		(Topic/Subtopic/Fact/	Use of Voice
			Detail)	Focus on Writer's
				Purpose
Third
Term	Respond to a Prompt	Expository Essay-	Discussion	Strong Introduction	Read Aloud to Self	Correct Capitalization	Personal Word Lists	Journal Entry
	5 Paragraphs Essay:	Comparative	Brainstorming List	Smooth Transitions	Author's Chair	Correct Punctuation	Editing Checklists	Essay
	Introduction, 3	Persuasive	Quick Writes	Add Sufficient Supporting	Peer Revising	Edit Spelling Errors	Peer Editing	Typed Format
	support paragraphs	Problem/Solution	Webbing	Details/Examples	(Individual or Group)	Correct Use of	Proofreading Marks	Book Format
	& Conclusion	Research Report	Story Map	Stays on Topic	Revising Checklist	Possessive Nouns	Colored Pencils	Share/ Read Aloud
	(Paragraphs to be	Open Response Essay -	Sequence Chart	Strong Conclusion	Word Lists	Business Letter Format	Dictionary	Illustration
	a Minimum of 5	Supporting Evidence	Time Line	Combine Sentences	Thesaurus	Sentence Structure	Thesaurus	Diorama
	Sentences and 3		Venn Diagram	Ordering Information	Teacher Conference	(Fragments &	Rubric	News Article
	Supporting Details)		KWL Chart	Use Sensory Language		Run On Sentences)		Oral Report/Speech
	Main Idea is Well		Graphic Organizers -	Use Precise Vocabulary		Commas for Context		Anthology
	Developed with		Main Idea & Detail	Add Dialogue		Clues/Interjections		Magazine Article
	Supporting Evidence		Flow Chart	Use Figurative Language		Subject/Verb Agree
	All Sentences on		Position/Evidence	Use Sentence Variety		Use Precise Adverbs
	Topic		Note Taking	Expand Sentences		Correct Use of:
	Evidence of Voice/		Outline-	with Adj./ Phrases		Prepositional Phrases
	Writer's Purpose		(Topic/Subtopic/Fact/	Use of Voice		Pronoun Reference
			Detail)	Focus on Writer's		Quotations
				Purpose
				Find/Evaluate Information

Chicopee Public Schools

Grade 5 Writing Rubric

Document B

Elements of Writing

Topic Development

Organization

Sentence Structure

Vocabulary

Conventions

Grammar/Mechanics

* Exemplary

□ Topic is creatively stated and shows evidence of originality

□ Well developed and thoughtful paragraphs enhance topic

□ Wide variety of supporting details with examples

□ Purposeful use of paragraphing

□ Complex organizational structure

□ Sophisticated use of transitions enhances writer’s purpose

□ Sentence structure contributes to voice and tone

□ Sentences are purposefully chosen for effect

□ Thoughtful word choice enhances writer’s purpose

□ Creative use of sensory words, figurative language and dialogue contributes to voice or tone

□ Use of conventions enhances writer’s purpose

□ Spelling errors show evidence of risk-taking

□ Sophisticated use of tense

* Exemplary writing must represent independent writing. All standards for proficient writing must be met in addition to the exemplary standards.

Proficient

□ Topic is clearly stated with well developed body and conclusion

□ All sentences are on topic

□ Adequate number and choice of details and examples support the topic

□ Five paragraphs with precise and engaging introduction, body and conclusion

□ Ideas are logical and sequential

□ Individual paragraphs are well organized to convey writer’s purpose

□ Precise and varied use of transitions

□ Evidence of complex sentences

□ Sentences vary in type and length

□ Sentence variety enhances writer’s purpose

□ Precise and varied word choice supports writer’s purpose

□ Effective use of sensory words, figurative language and dialogue

□ Word choice contributes to voice or tone

□ Correct use of capitalization and punctuation

□ Grade level words are spelled correctly

□ Correct use of subject/verb agreement and verb tenses

□ Correct pronoun reference, plurals and possessives

Developing

□ Topic is not clearly stated and/or well developed

□ Most sentences are on topic

□ Limited number of details to support topic

□ Unclear or incomplete introduction, body, and conclusion

□ Some ideas are logical and sequential

□ Individual paragraphs do not effectively convey writer’s purpose

□ Limited use of transitions

□ Limited use of compound and/or complex sentences

□ Lacks sentence variety

□ Some variety of word choice

□ Word choice does not adequately support topic

□ Occasional use of sensory words, figurative language and/or dialogue

□ Some errors in capitalization and punctuation

□ Occasional errors in spelling grade level words

□ Inconsistent use of subject/verb agreement and verb tense

□ Inconsistent use of pronoun reference, plurals and possessives

Beginning

□ Topic is not stated and/or developed

□ Few sentences are on topic

□ Inadequate number of details and examples to support topic

□ Inadequate introduction, body, and conclusion

□ Ideas are not logical or sequential

□ Writer’s purpose is unclear

□ No sentence variety

□ Uses incomplete and/or run on sentences

□ Basic and/or repetitive word choice

□ Word choice does not support topic

□ Lacks use of sensory words, figurative language and/or dialogue

□ Numerous errors in capitalization, punctuation

□ Spelling errors interfere with meaning

□ Frequent errors using parts of speech

□ Writing Sample Not Scored - Off Topic, Illegible or Blank Please explain in comment section

Score

Comments:

Final Score: _______

Return to Chicopee Home Page

Return to Writing Process: June 2008 handbook homepage