Curriculum Map

Grade 5 Writing Expectations Map

Components in Writers Express Handbook- DRAFT 2008

Introduce where noted on map. Continue to practice and build upon throughout year.

When to begin instruction:	September/October	November/December	January/February	March/April	May/June
Introduction to Handbook	Table of Contents § Handbook pp. v-ix Writing Process Overview § Handbook pp. 1-11 Writing Process • GRW pg. 50-87 § Handbook pp. 24-54 Writing Paragraphs § Handbook pp. 59-71	Learning Skills and Group Work § Handbook pp. 315-339	Thinking and Writing § Handbook pp. 300-307	Speaking, Viewing, and Listening Skills § Handbook pp. 275-292
Traits of Effective Writing Content Organization Style (Word Choice, Voice, Sentence Fluency)	Ideas § Narrow topic (26-27) § Include details, examples, anecdotes, reasons, and facts to support main idea (67) § Write several (at least four) supporting paragraphs on topic Organization § Use specific strategies for an effective beginning (41, 60) § Contain an engaging middle and meaningful ending (41, 61) § Organize ideas in logical sequence (68) § Use transitional phrases to connect ideas (69) Voice § Use voice to enhance writing (94-97)	Word Choice § Use specific words with emphasis on active verbs, adverbs, and adjectives (52) § Use sensory images § Avoids overused words Sentence Fluency § Vary sentence beginnings, length, and structure (51, 85-93)	Word Choice § Use similes, metaphors, alliteration, rhyme, personification as appropriate (100, 101, 183, 184-185, 200)

When to begin instruction:	September/October	November/December	January/February	March/April	May/June
Traits of Effective Writing Conventions GRW: 69-70 (Ideas for minilessons)	Spelling § Spell all high-frequency words correctly (Level Five) Capitalization § All proper nouns (352) § Proper adjectives (352) § Person’s title (353) Punctuation § Quotation marks correctly in dialogue, internal and external (350) Grammar & Usage § Use correct form of pronouns (378-379) § Use new paragraph to indicate change of speakers (196) § Indent/use block format for paragraphs (70-71)	Spelling § Use affixes and root words to spell ( 264-269) § Use dictionary skills (258-259) and spell check § Use commonly misspelled words resource to check usage (358-361) Capitalization § Greeting and closing of letter (144) § Abbreviations (353) § Title of book or article (354) Punctuation § Periods in abbreviations and initials (344) § Use resources to check punctuation (343-357) Grammar & Usage § Use verb tense consistently (383) § Apply subject/verb agreement (88, 381) § Use conjunctions and prepositions correctly (386-387) § Avoid sentence fragments and run-ons (87)	Spelling § Use syllabication, letter patterns, and word patterns to spell unusual words (255-270) Capitalization § First word inside quotation marks (354) Punctuation § Commas to set off Commas to appositives (Jill, my sister has…) (346) Grammar & Usage § Use resources to check grammar (343-351, 352-356, 358-362, 371-373, 375-387)	Spelling § Spells most grade level words correctly
Forms of Writing Purposes	Writing Forms Overview (39-43) GRW 5-6 Personal Narrative (Sept.) § Write a personal narrative about self or family experience (110-115) Expository § Summary (216-219) § Book Review (132-137) § Write a multi-paragraph essay to explain why (138)	Narrative § Poem (177-187) • GRW (410-422) Expository § Expository Essay (65) § Compare/Contrast Essay (297) § Interview (125) § News article (123-131)	Narrative § Poem Persuasive § Advertisements § Editorial (143, 362-363) § Persuasive Essay (72-73, 131, 308-311)	Narrative § Poem Persuasive § Editorial § Persuasive Speech § Persuasive Essay	Integrated Research Project: Expository and Persuasive § Big Six (Research format) § At least three sources

	September/October	November/December	January/February	March/April	May/June
Assessment Grade level prompt with scoring criteria	Expository Essay (Oct.)		Persuasive (Jan.)	Expository/Persuasive (March) District Writing Assessment
Writing Process GRW (52-54) VERY specific	Prewrite (23-32) § Use variety of prewriting strategies/graphic organizers (p. 23-31) § Thinking maps (See resource list)	Draft (32-33) § Write first draft using ideas from prewriting (32-33) § Group complete thoughts into paragraphs § Attempt introduction, body, conclusion (76)	Revise (5, 7, 10, 37-41, 101) § Read orally to check for missing words, information, or parts § Receive input from others and modify writing § Use revision guide § Works toward accuracy and detail (elaboration of details, examples, anecdotes, reasons, and facts)	Edit (5, 7, 50-53, 99) § Practice variety of editing activities § Correct errors independently § Use editing guides and resources (53 and back cover)	Publish (5, 54-57) § Select a publishing option (68-73) § Produce a neat, legible final product § Share writing with others
District Resources	Writers Express, Great Source, Student Handbook and Teacher Language Program Kit, 1995. Guided Readers and Writers (Fountas and Pinnell) High-frequency Word List (Level Five) Grade 5 Writing Scoring Guide, OSPI Teaching That Makes Sense (TTMS.org)