• Fifth-Grade Writing Learning Objectives
     
    Please notice that literacy learning objectives, listed in italics, are aligned to our larger report card indicators, typed in bold. Each learning objective is accompanied by sample “I statements” that students can use in considering their progress as readers and writers.



    Report Card Indicator: Understands and employs the various stages of the writing process, including prewriting, drafting, revision, and editing. 
    Writers in fifth grade continue to benefit from support and feedback of peers to promote reflective goal setting for improved writing. 
    • I can conduct short research projects that use and evaluate several sources to build knowledge through investigation of different aspects of a topic.
    • I draw on relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.  
    • I write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

    Report Card Indicator: Organizes writing so that the reader can follow easily.
    Fifth-grade writers have an organizational plan, shaped partly by the genre making sure that the sequence of paragraphs makes the most sense - which may include compare/contrast, cause/effect, or pro/con.   
    • In narrative writing, I use paragraphs to separate the different parts or times in the story or to show when a new character was speaking.
    • Beyond a catchy opener, I figure out the most significant information to provide in the introduction and may include the sequence of subtopics in the essay that follows.  In narrative writing, the beginning of the story shows what is happening and where and gives clues to what might later become the main problem.
    • I help the reader keep track of the passage of time, even employing complicated time passages like flashback and flashforward, or events happening at the same time. 
    • In the conclusion, I restate the important points and offer a final insight or implications for readers to consider. 

    Report Card Indicator: Develops an idea or captures a story by incorporating supporting details.
    Fifth-graders develop stories and essays through sophisticated reasons and rich details. 
    • I give reasons to support my opinion that are parallel and do not overlap. 
    • I include different aspects on a subject or evidence of an opinion such as facts, examples, quotations, anecdotes, and information to support the claim, and then I unpack those to help the reader understand the connections.    
    • I develop the heart of the story and the motivation of the characters through actions, dialogue, thoughts and feelings, and by including the responses of characters to what happens.
    • I use precise details and figurative language so the reader can picture the setting, characters, and events.  

    Report Card Indicator: Incorporates the craft of writing.
    • I make deliberate word choices to have an effect on the readers.
    • I reach for metaphors, images, and figurative language to convey ideas. 
    • When appropriate, I uses a scholarly voice and vary sentences to create the pace and tone in different sections.   
    • I make some parts of the story go by quickly and others slowly.

    Report Card Indicator: Understands and applies the conventions of writing: correct grammar, sentence structure, punctuation, and spelling.
    As fifth-graders write, they think about the importance of the conventions of writing.
    • I make sure to capitalize correctly in all instances.
    • I know to use commas and quotation marks to mark direct speech and quotations from a text.
    • I have learned that a comma is necessary before a coordinating conjunction in a compound sentence, and I use a comma to offset an introductory phrase.