New York State Learning Standards designed,
aligned and
supported by		    
 
 



Main Menu

About MPNY
Partners
Training
Resources
Aligned Lessons
Grade 5
Aligned Lessons
ELA: Grade 5 - WRITING


Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
    5.1.W.1

Use at least three sources of information in writing a report, with assistance

    5.1.W.2

Take notes to record and organize relevant data, facts, and ideas, with assistance, and use notes as part of prewriting activities

    5.1.W.3

State a main idea and support it with details and examples

    5.1.W.4

Compare and contrast ideas and information from two sources

    5.1.W.5

Write labels or captions for graphics, such as charts, graphs, and diagrams, to convey information

    5.1.W.6

Adopt an organizational format, such as chronological order, that is appropriate for informational writing

    5.1.W.7

Use paragraphing to organize ideas and information, with assistance

 
    5.1.W.8

Maintain a portfolio that includes informational writing

 
Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
    5.2.W.1

Develop original literary texts that

  • use organizing structures such as stanzas and chapters
  • create a lead that attracts the reader’s interest
  • provide a title that interests the reader
  • develop characters and establish a plot
  • use examples of literary devices, such as rhyme, rhythm, and simile
  • establish consistent point of view (e.g., first or third person) with assistance
    •     5.2.W.2

    Write interpretive essays that

  • summarize the plot
  • describe the characters and how they change
  • describe the setting and recognize its importance to the story
  • draw a conclusion about the work
  • interpret the impact of literary devices, such as simile and personification
  • recognize the impact of rhythm and rhyme in poems
    •     5.2.W.3

    Respond to literature, connecting the response to personal experience

        5.2.W.4

    Use resources, such as personal experiences and themes from other texts and performances, to plan and create literary texts

        5.2.W.5

    Maintain a writing portfolio that includes literary, interpretive, and responsive writing

    		 
    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        5.3.W.1

    Use strategies, such as note taking, semantic webbing, or mapping, to plan and organize writing

        5.3.W.2

    Use supporting evidence from text to evaluate ideas, information, themes, or experiences

        5.3.W.3

    Analyze the impact of an event or issue from personal and peer group perspectives

        5.3.W.4

    Analyze literary elements in order to evaluate the quality of ideas and information in text

        5.3.W.5

    Use information and ideas from other subject areas and personal experiences to form and express opinions

        5.3.W.6

    Adapt an organizational format, such as compare/contrast, appropriate for critical analysis and evaluation, with assistance

        5.3.W.7

    Use precise vocabulary in writing analysis and evaluation, with assistance

    		 
        5.3.W.8

    Maintain a writing portfolio that includes writing for critical analysis and evaluation

    		 
    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 4: Students will read, write, listen, and speak for social interaction.
        5.4.W.1

    Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with a writing partner or in small groups

        5.4.W.2

    Respect the age, gender, position, and cultural traditions of the recipient

    		 
        5.4.W.3

    Develop a personal voice that enables the reader to get to know the writer

        5.4.W.4

    Write personal reactions to experiences and events, using a form of social communication

        5.4.W.5

    Maintain a portfolio that includes writing for social communication

    		 
    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Literacy Competencies
        5.LC.W.1

    Spelling
    Correctly spell words within own writing that have been previously studied and/or frequently used

        5.LC.W.2

    Spelling
    Correctly spell words within own writing that follow the spelling patterns of words that have been previously studied

        5.LC.W.3

    Spelling
    Spell a large body of words accurately and quickly when writing

    		 
        5.LC.W.4

    Spelling
    Use a variety of spelling resources, such as spelling dictionaries and spell-check tools, to support correct spelling

    		 
        5.LC.W.5

    Handwriting
    Use legible print and/or cursive writing

        5.LC.W.6

    Composition
    Respond in writing to prompts that follow the reading of literary and informational texts

        5.LC.W.7

    Composition
    Respond to writing prompts that follow listening to literary and informational texts

    		 
        5.LC.W.8

    Composition
    Write on a wide range of topics

        5.LC.W.9

    Composition
    Understand and use writing for a variety of purposes

        5.LC.W.10

    Composition
    Use a variety of different organizational patterns for writing, such as chronological order, cause/effect, compare/contrast

        5.LC.W.11

    Composition
    Use a variety of media, such as print and electronic, when writing

        5.LC.W.12

    Composition
    Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)

        5.LC.W.13

    Composition
    Use a variety of prewriting strategies, such as brainstorming, freewriting, note taking, and webbing

        5.LC.W.14

    Composition
    Review writing independently in order to revise for focus, development of ideas, and organization

        5.LC.W.15

    Composition
    Review writing independently in order to edit for correct spelling, grammar, capitalization, punctuation, and paragraphing

        5.LC.W.16

    Composition
    Understand and write for a variety of audiences

        5.LC.W.17

    Composition
    Adjust style of writing, voice, and language used according to purpose and intended audience

        5.LC.W.18

    Composition
    Incorporate aspects of the writer’s craft, such as literary devices and specific voice, into own writing

        5.LC.W.19

    Composition
    Use multiple sources of information when writing a report

    		 
        5.LC.W.20

    Composition
    Review writing with teachers and peers

        5.LC.W.21

    Motivation to Write
    Write voluntarily to communicate ideas and emotions to a variety of audiences, from self to unknown

    		 
        5.LC.W.22

    Motivation to Write
    Write voluntarily for different purposes

    		 
        5.LC.W.23

    Motivation to Write
    Write on a variety of topics

    		 
        5.LC.W.24

    Motivation to Write
    Publish writing in a variety of presentation or display mediums, for a variety of audiences

     
      ©2005-10 New York State Teacher Centers and the New York Institute of Technology.  All rights reserved.