Language Arts
Grade 5: Writing |
Planning: Term # Tracking: Ach. Level |
|||
Overall Expectations |
1 |
2 |
3 |
4 |
1.
generate, gather, and organize ideas and information to write for an intended
purpose and audience; |
|
|
|
|
2.
draft and revise their writing, using a variety of informational, literary,
and graphic forms and stylistic elements appropriate for the purpose and
audience; |
|
|
|
|
3.
use editing, proofreading, and publishing skills and strategies, and knowledge
of language conventions, to correct errors, refine expression, and present
their work effectively; |
|
|
|
|
4.
reflect on and identify their strengths as writers, areas for improvement, and
the strategies they found most helpful at different stages in the writing
process. |
|
|
|
|
Specific Expectations
|
|
|
|
|
1.
Developing and Organizing |
|
|
|
|
Purpose
and Audience: 1.1 identify the topic, purpose, and audience for a variety of
writing forms (e.g., a poem or song on a social issue for performance by the
class; a formal letter to the teacher outlining their opinion on eliminating
soft drinks from the school vending machine; an article explaining the water
cycle and including a flow chart, for an online student encyclopedia) |
|
|
|
|
Developing
Ideas: 1.2 generate ideas about a potential topic and identify those most
appropriate for the purpose |
|
|
|
|
Research:
1.3 gather information to support ideas for writing, using a variety of
strategies and a range of print and electronic resources (e.g., interview
people with knowledge of the topic; identify and use graphic and multimedia
sources; keep a record of sources used and information gathered) |
|
|
|
|
Classifying
Ideas: 1.4 sort and classify ideas and information for their writing in a
variety of ways (e.g., by underlining or highlighting key words or phrases;
by using a graphic organizer such as a web or ranking ladder) |
|
|
|
|
Organizing
Ideas: 1.5 identify and order main ideas and supporting details and group
them into units that could be used to develop several linked paragraphs,
using a variety of strategies (e.g., making jot notes; following a writing
framework) and organizational patterns (e.g., chronological order,
comparison, cause and effect) |
|
|
|
|
Review:
1.6 determine whether the ideas and information they have gathered are
relevant, appropriate, and adequate for the purpose, and do more research if
necessary (e.g., review material with a partner using a mind map or timeline) |
|
|
|
|
2.
Using Knowledge of Form and Style in Writing |
|
|
|
|
Form:
2.1 write longer and more complex texts using a variety of forms (e.g., a
biographical sketch, based on research; a report, including research notes,
describing the effect of the natural environment on an early civilization; an
outline of the procedure for becoming a Canadian citizen; an explanation of
how a human organ system functions, using pictures, captions, and notes; a
review of or commentary on a book, movie, or video game; a myth using themes
identified in reading; a pamphlet on a socially relevant topic they have
studied this year) |
|
|
|
|
Voice:
2.2 establish an appropriate voice in their writing, with a focus on
modifying language and tone to suit different circumstances or audiences
(e.g., use a serious tone in a letter to the editor, a humorous tone in a
letter to a friend) |
|
|
|
|
Word
Choice: 2.3 use some vivid and/or figurative language and innovative
expressions to add interest (e.g., some comparative adjectives; similes or
personification; comparative adverbs: more slowly) |
|
|
|
|
Sentence
Fluency: 2.4 vary sentence types and structures, with a focus on using
conjunctions to connect ideas, and pronouns to make links within and between
sentences (e.g., The latch was stiff, and the boy struggled to open the door.
Finally, with much effort, he forced it open.) |
|
|
|
|
Point
of View: 2.5 identify their point of view and other possible points of view,
and determine, when appropriate, if their own view is balanced and supported
by evidence. Teacher prompt: "Identify a point of view other than your
own and list the arguments that would support it. Have you included evidence
in your work that would answer these arguments?" |
|
|
|
|
Preparing
for Revision: 2.6 identify elements of their writing that need improvement,
using feedback from the teacher and peers, with a focus on specific features
(e.g., effective use of language, logical organization). Teacher prompts:
"Can you describe two nouns more specifically by adding appropriate
adjectives?" "Are there ideas in the body of the paragraph that
should be included in your topic sentence?" |
|
|
|
|
Revision:
2.7 make revisions to improve the content, clarity, and interest of their
written work, using a variety of strategies (e.g., use coloured pens and/or
cutting and pasting to identify and move chunks of text that need to be reordered;
add or substitute words and phrases, including vocabulary from other subjects
and figurative language such as similes and personification, to achieve
particular effects; adjust sentence length and complexity to suit the
audience and purpose; check that language is inclusive and
non-discriminatory). Teacher prompt: "Are your sentences too long and
complicated/too short and simple/too much the same to appeal to your intended
audience?" |
|
|
|
|
Producing
Drafts: 2.8 produce revised, draft pieces of writing to meet identified
criteria based on the expectations related to content, organization, style,
and use of conventions |
|
|
|
|
3.
Applying Knowledge of Language Conventions and Presenting Written Work
Effectively |
|
|
|
|
Spelling
Familiar Words: 3.1 spell familiar words correctly (e.g., words from their
oral vocabulary, anchor charts, and shared-, guided-, and independent-reading
texts; words used regularly in instruction across the curriculum) |
|
|
|
|
Spelling
Unfamiliar Words: 3.2 spell unfamiliar words using a variety of strategies
that involve understanding sound-symbol relationships, word structures, word
meanings, and generalizations about spelling (e.g., pronounce the silent
letters in words: p-neumonia; divide polysyllabic words into syllables;
visualize irregular plurals; apply rules for adding -ed, -ing and -er, -est
to base words; use memory tricks to memorize the letter order of irregular
spellings; use the meaning of common prefixes and suffixes to understand and
spell new words) |
|
|
|
|
Vocabulary:
3.3 confirm spellings and word meanings or word choice using a variety of
resources appropriate for the purpose (e.g., locate guide words, word
meanings, spelling charts, pronunciation keys, schwa symbol, idioms,
inflected forms, and information about word origins in online or print
dictionaries; use a variety of thematic dictionaries such as a bilingual
dictionary or a crossword dictionary; use a thesaurus to find alternative
words) |
|
|
|
|
Punctuation:
3.4 use punctuation appropriately to help communicate their intended meaning,
with a focus on the use of: a comma before and or but in compound sentences
to join principal clauses; quotation marks for direct speech; and the
placement of commas, question marks, and exclamation marks inside quotation
marks in direct speech |
|
|
|
|
Grammar:
3.5 use parts of speech correctly to communicate their intended meaning
clearly, with a focus on the use of: common, proper, and abstract nouns
(e.g., courage, hope); collective nouns (e.g., flock of birds); adjectives,
including comparative adjectives (e.g., bigger, more expensive); the helping
verb have; adverbs modifying verbs (e.g., when, where, how); comparative
adverbs (e.g., faster, slower) |
|
|
|
|
Proofreading:
3.6 proofread and correct their writing using guidelines developed with peers
and the teacher (e.g., an editing checklist specific to the writing task) |
|
|
|
|
Publishing:
3.7 use a range of appropriate elements of effective presentation in the
finished product, including print, script, different fonts, graphics, and
layout (e.g., use legible printing and cursive writing; include a labelled
diagram, photographs, and a beginning glossary of terms in a read-aloud
information book for younger children; use a formal letter layout for a
letter to a public official) |
|
|
|
|
Producing
Finished Works: 3.8 produce pieces of published work to meet identified
criteria based on the expectations related to content, organization, style,
use of conventions, and use of presentation strategies |
|
|
|
|
4.
Reflecting on Writing Skills and Strategies |
|
|
|
|
Metacognition:
4.1 identify what strategies they found most helpful before, during, and
after writing and what steps they can take to improve as writers (e.g., use a
three-column reflective journal to monitor the writing process: What
happened? How do I feel about it? What did I learn?). Teacher prompts:
"What did you know about your audience that informed your planning process?"
"What strategy did you find most helpful for organizing
information?" "What editing strategies are most effective for
you?" |
|
|
|
|
Interconnected
Skills: 4.2 describe, with prompting by the teacher, how their skills in
listening, speaking, reading, viewing, and representing help in their
development as writers. Teacher prompts: "How has exploring different
authors' perspectives on an issue helped you prepare for writing?"
"Explain how dialogue with your peers can help you to express your opinion
when you are writing." |
|
|
|
|
Portfolio:
4.3 select pieces of writing that they think reflect their growth and
competence as writers and explain the reasons for their choices |
|
|
|
|
Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.