5th Grade Core Writing Standards Guide- Unit 1
Instructional Period 1
Sentence Structure
Improving sentence fluency, conventions and word choice
Rationale: Focusing on the structure of your sentences will help students increase their ability to
generate effective paragraphs. This in turn will increase their word choice. You get the most out
of your student writing when they can effectively generate simple and complex sentences.
Big Idea: We communicate our thoughts, feelings, and knowledge through writing.
Unit Outcome: TSW craft sentences, chunks, stories and essays using descriptive, fluent, and
grammatically correct sentences.
Learner Evidence: 1. TSW write simple, compound, and complex sentences having a complete
thought, correct capitalization, conventions, and grammar. 2. TSW write connected sentences
varying in length and complexity.
Performance Based Assessment: Students write sentences, chunks, stories and essays aligned to
a performance based rubric. The type of writing is determined by the student need.
Approximate Length of Unit: Introduction 10-15 days
Continue to spiral for mastery through-out year.
Year-Long Components:
Six-Traits
Text organization and structure
Sentence structure
Write on Demand
Dissect writing prompts
Evaluate writing of masters, peers, and self
Analyze text for improved comprehension
Figurative/literal Language
Cursive Handwriting
Unit Specific Components:
Simple sentence (main sentence trunk)
Verb Modifiers (action expanders- where, when, why, how)
Noun Modifiers (surround-the-noun)
Predicates (three-action)
Appositive (renamer)
Compound and complex sentences using multiple modifiers
Lexile Level 4-5: 770-980
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5th Grade Core Writing Standards Guide- Unit 1
Instructional Period 1
See appendix B page 78 for recommended and exemplar text- increase level to 6th grade where
appropriate.
Fluency Rate: 140-170 WPM
Academic Vocabulary: Main Sentence Trunk, Action Expanders, Noun Modifiers, Predicates,
Appositive, simple and complex sentences
Integrated Text Usage Component: Type of text is chosen based on a topic/prompt/activity
given. Students can draw background with text, modify text, or use text as a model/example.
Text can be used to show MST, specific action expanders, etc.
Common Core Standards:
5.W.4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
5.W.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
5.L.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their
function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
5.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words, yes and no (e.g., Yes, thank you), to set off a tag question
from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is
that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
5.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
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5th Grade Core Writing Standards Guide- Unit 1
Instructional Period 1
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,
dramas, or poems.
5.L.6. Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in addition).
Arizona State Standards:
S2C4PO1 Use a variety of specific and accurate words that effectively convey the intended
message.
S2C4PO2 Use descriptive words and phrases that energize the writing.
S2C5PO1 Write simple and compound sentences
S2C5PO2 Write sentences that flow together and sound natural when read aloud
S2C5PO3 Vary sentence beginnings, lengths, and patterns to enhance flow of the writing.
S2C6PO1 Use capital letters correctly
S2C6PO2 Punctuate the endings of sentences.
S2C6PO3 Use commas to punctuate.
S2C6PO7 Spell high frequency words correctly.
S2C6PO12 Use parts of speech correctly
S2C6PO13 Use subject/verb agreement in simple and compound sentences
S1C4PO1 Identify punctuation, spelling, and grammar and usage errors in a draft
S1C3PO3 Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
S1C3PO4 Use a combination of sentence structures
S1C3PO5 Modify word choice in order to enhance writing
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