[5TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 4 (5 days)
Prompt:
Explain how an important invention has improved people’s lives.
Primary Writing TEKS:
5.18 Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific
purposes.
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations;
and
(iii) contain a concluding statement;
5.15(C) revise drafts for coherence, organization, use of simple and compound
sentences, and audience;
(D) edit drafts for grammar, mechanics, and spelling using a teacherdeveloped rubric; and
(E) revise final draft in response to feedback from peers and teacher and
publish written work for a specific audience.
Writing Activity/Strategy Description:

How and Why Café from Randi Whitney Informative Packet pp. 32 &
34 (Will not use the “how” development strategy for informative.
 Mini Lesson on partner revision-focus on one strategy from the
above activity)
 Mini Lesson on partner editing-focus on sentence structure and end
punctuation.
Purpose: To teach students how to revise and edit papers. (self & peers)
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting:
Revising: (Day 1, 2, 3) Partner Revision/Conferencing
Editing: (Day 3 & 4) Partner Editing/Conferencing
Publishing: (Day 4 & 5) Editing & Publishing
Features of Genre:
Describe through informing, explaining, and defining.
Edgewood ISD CIA Dept.
Form of Writing: Expository (Informative)
Grammar Focus:
Compound Sentences
Primary Grammar TEKS:
5.20(B) use the complete subject and the complete predicate in a
sentence; and
(C) use complete simple and compound sentences with correct
subject-verb agreement.
Revising/Editing Focus based on State Rubric:
The writer’s progression of ideas is logical and well controlled.
Meaningful transitions and strong sentence-to-sentence connections
enhance the flow of the essay by clearly showing the relationships
among ideas, making the writer’s train of thought easy to follow.
Writing Resource Correlation:
Journeys/Senderos:
Daily Grammar Lesson 3 T.E. T194-196 and S.E. 90-91
Write Source:
pp. 468-469
Other Resources:
Write Source Skills Book pp.128-132
Academic Vocabulary:
Compound, complex, informative, revising, editing, complete predicate
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