Mrs. Roesel's 4th Grade

The student writes clear, coherent text that develops a central idea or tells a story. The writing shows consideration of the audience and purpose. The student progresses through the stages of the writing process (e.g., prewriting, drafting, revising, and editing successive versions).

http://gadoe.org/ci_testing.aspx?folderID=3339&m=links&ft=Grade%205%20Resources

ELA4W1

The student produces writing that establishes an appropriate organizational structure, sets a

context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

Content http://www.geocities.com/fifth_grade_tpes/content.html

Organizing Your Paper http://www.geocities.com/fifth_grade_tpes/Org.html

b. Writes texts of a length appropriate to address the topic or tell the story.

c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

http://class.georgiasouthern.edu/writingc/handouts/principlesoforganization.htm

d. Uses appropriate structures to ensure coherence (e.g., transition elements).

Transitions http://www.geocities.com/fifth_grade_tpes/transitions.html

http://class.georgiasouthern.edu/writingc/handouts/transitions.htm

http://jc-schools.net/write/transition.htm

http://jc-schools.net/write/transitions_files/frame.htm

http://jc-schools.net/write/trans-quiz_files/frame.htm

Transition Words http://www2.pylusd.k12.ca.us/glk/jlaurich/TransitionWords.htm

Step Up to Writing http://www2.pylusd.k12.ca.us/glk/jlaurich/StepUpToWriting.htm

How to Write a Paragraph http://www.tustin.k12.ca.us/cyberseminar/paragraph/paragraph.htm

http://library.thinkquest.org/J001156/forms%20of%20writing/sc_paragraphs.htm

Writing Tips: Paragraphs http://www2.actden.com/writ_den/tips/paragrap/

How to Get an "A" in Writing Powerpoint http://www.geocities.com/fifth_grade_tpes/GetanA.ppt

ELA4W2

The student demonstrates competence in a variety of genres.

The student produces a narrative that:

What is a Narrative? http://www.geocities.com/fifth_grade_tpes/narrative.html

Writing a Story http://www.bbc.co.uk/schools/ks2bitesize/english/revision_bites/planning.shtml

a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.

Point of View http://library.thinkquest.org/J001156/forms%20of%20writing/cp_pointofview.htm

Off to a Great Start - Beginnings http://www.geocities.com/fifth_grade_tpes/beginnings.html

http://library.thinkquest.org/J001156/writing%20process/sl_storystarters.htm

Writing a Lead Sentence http://www.geocities.com/fifth_grade_tpes/lead.html

b. Establishes a plot, setting, and conflict, and/or the significance of events.

What Exactly is Plot? http://www.geocities.com/fifth_grade_tpes/plot.html

Setting

Conflict

c. Creates an organizing structure.

Story Map http://library.thinkquest.org/J001156/writing%20process/sl_go_storymap.htm

d. Includes sensory details and concrete language to develop plot and character.

e. Excludes extraneous details and inconsistencies.

f. Develops complex characters through actions describing the motivation of characters and character conversation.

Character Description or Sketch http://www.geocities.com/fifth_grade_tpes/Character.html

How to Use Quotations in Dialogue http://www.geocities.com/fifth_grade_tpes/quotes.html

Who Said What? http://www.geocities.com/fifth_grade_tpes/who_said_what.html

g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense.

Who's Talking? http://www.geocities.com/fifth_grade_tpes/whos_talking.html

Set the Mood for a Story http://www.bbc.co.uk/schools/ks2bitesize/english/activities/planning.shtml

h. Provides a sense of closure to the writing.

Endings

http://www.bbc.co.uk/schools/ks2bitesize/english/revision_bites/beginnings_endings2.shtml

http://www.bbc.co.uk/schools/ks2bitesize/english/tests/beginnings_endings.shtml

Story Planning Quiz http://www.bbc.co.uk/schools/ks2bitesize/english/tests/planning.shtml

Grade 5 Sample Narrative Prompt and Papers

http://gadoe.org/DMGetDocument.aspx/Writing%20Grade%205%20Narrative%20Papers%202008.pdf?p=6CC6799F8C1371F612433C3EBD89622DA91153C1BEFD479242E9ED93BAB37173&Type=D

The student produces informational writing (e.g., report, procedures, correspondence) that:

What is Informational Writing? http://www.geocities.com/fifth_grade_tpes/expository.html

http://library.thinkquest.org/J001156/forms%20of%20writing/bc_inforeport.htm

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

b. Frames a central question about an issue or situation.

c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

http://class.georgiasouthern.edu/writingc/handouts/principlesoforganization.htm

d. Includes appropriate facts and details.

http://www.studyzone.org/testprep/e4topic.cfm?TopicID=12

e. Excludes extraneous details and inappropriate information.

f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.

Sample Grade 5 Informational Sample Prompt and Papers

http://gadoe.org/DMGetDocument.aspx/Writing%20Grade%205%20Informational%20Papers%202008.pdf?p=6CC6799F8C1371F628C46B1367EC5CCFAD1BF8D51CD9AAA2FC0D4A645ACBE2E7&Type=D

Directions - How to Do Something

http://library.thinkquest.org/J001156/forms%20of%20writing/sl_howto.htm

Family Stories

http://library.thinkquest.org/J001156/forms%20of%20writing/em_familystory.htm

Friendly Letters

http://library.thinkquest.org/J001156/forms%20of%20writing/cp_friendlyletter.htm

Descriptive Writing

http://library.thinkquest.org/J001156/forms%20of%20writing/em_descriptive.htm

Historical Journals

http://library.thinkquest.org/J001156/forms%20of%20writing/sl_historical_journal.htm

http://library.thinkquest.org/J001156/forms%20of%20writing/sl_journal.htm

g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.

h. Provides a sense of closure to the writing.

http://class.georgiasouthern.edu/writingc/handouts/concludingparagraphs.htm

The student produces a response to literature that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

b. Advances a judgment that is interpretive, evaluative, or reflective.

c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.

d. Demonstrates an understanding of the literary work (e.g., a summary that contains the main idea and most significant details of the reading selection).

e. Excludes extraneous details and inappropriate information.

f. Provides a sense of closure to the writing.

The student produces a persuasive essay that:

How to Write a Persuasive Essay

http://www.geocities.com/fifth_grade_tpes/persuasive.html

http://www.bbc.co.uk/schools/ks2bitesize/english/revision_bites/argument3.shtml

http://www.bbc.co.uk/schools/ks3bitesize/english/writing/argue_intro.shtml

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

b. States a clear position.

http://teacher.scholastic.com/activities/writing/prewrite.asp?topic=Persuasive

http://teacher.scholastic.com/activities/writing/prepare.asp?topic=Persuasive

c. Supports a position with relevant evidence.

http://teacher.scholastic.com/activities/writing/worksheet2.asp?topic=Persuasive

http://teacher.scholastic.com/activities/writing/conduct.asp?topic=Persuasive

For or Against

http://teacher.scholastic.com/activities/writing/worksheet3.asp?topic=Persuasive

Planning Worksheet

http://teacher.scholastic.com/activities/writing/worksheet4.asp?topic=Persuasive

Draft Outline

http://teacher.scholastic.com/activities/writing/worksheet_5.asp?topic=Persuasive

d. Excludes extraneous details and inappropriate information.

Revise

http://teacher.scholastic.com/activities/writing/revise.asp?topic=Persuasive "> teacher.scholastic.com/activities/writing/worksheet_6.asp?topic=Persuasive">http://teacher.scholastic.com/activities/writing/revise.asp?topic=Persuasive

Editing/Revising Checklist

http://teacher.scholastic.com/activities/writing/worksheet_6.asp?topic=Persuasive

Editing

http://teacher.scholastic.com/activities/writing/edit.asp?topic=Persuasive

Review

http://teacher.scholastic.com/activities/writing/review.asp?topic=Persuasive

e. Creates an organizing structure appropriate to a specific purpose, audience, and context.

f. Provides a sense of closure to the writing.

http://class.georgiasouthern.edu/writingc/handouts/concludingparagraphs.htm

Sample Persuasive Writings

http://library.thinkquest.org/J001156/forms%20of%20writing/em_persuade1.htm

Sample Grade 5 Persuasive Prompt and Papers

http://gadoe.org/DMGetDocument.aspx/Writing%20Grade%205%20Persuasive%20Papers%202008.pdf?p=6CC6799F8C1371F61CD2BB70F3D9823D6651D0B528C801493665199927A67AEE&Type=D

ELA4W3

The student uses research and technology to support writing. The student

a. Acknowledges information from sources.

b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents).

Using the Parts of a Book

http://www.emerson.k12.nj.us/staff/rmkelly/custom/mediacenter/Kids%20Corner/Dewey/DeweyDecimal.html

http://www.emerson.k12.nj.us/staff/rmkelly/custom/mediacenter/Kids%20Corner/Dewey/DeweyDecimal2.html

http://www.teach-nology.com/worksheets/research/book/basic/index.html

http://www.windsor.k12.co.us/tech/cattail/4solarsys/PartsofBook_files/frame.htm

http://www.hcbe.net/media/files/A4EC3921D59F43B09F93D24B9B618FD1.ppt

http://lms.saisd.net/resources/PPT/PartsOfaBook.ppt

http://www.roxbury.org/staffdev/Public%20Files/Wkshp_Handout/Interactive_SMBD/library_skills_jeopardy.ppt

c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words).

Types of Dictionaries

http://www.bbc.co.uk/schools/ks2bitesize/english/revision_bites/dictionaries1.shtml

Using a Dictionary

http://www.bbc.co.uk/schools/ks2bitesize/english/activities/dictionaries.shtml

http://www.bbc.co.uk/schools/ks2bitesize/english/revision_bites/dictionaries2.shtml

Dictionary Quiz http://www.bbc.co.uk/schools/ks2bitesize/english/tests/dictionaries.shtml

d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).

ELA4W4

The student consistently uses a writing process to develop, revise, and evaluate writing. The student

a. Plans and drafts independently and resourcefully.

b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

Revising and Proofreading Your Paper