Your 5th grader’s writing under Common Core Standards

. Similarly, Lan (2015) used observation in the first cycle to identify problems and carried out a test in the second cycle of AR to evaluate students’ performance. Niño and Páez (2018) used students’ surveys in cycle 1 and interviews in cycle 2. Samawiyah and Saifuddin (2016) and Chaves and Fernandez (2016) employed an observation and a test in the evaluation stage. Fahrurrozi (2017) utilized two kinds of data sources; the data monitoring actions (learning activities) and research data (assessing learning outcomes). .

. Students' survey responses

Super study skills

In fifth grade, taking notes becomes an essential academic skill. Under the Common Core Standards, fifth graders are expected to use books, periodicals, websites, and other sources to do short research projects. Kids learn to use several sources to investigate a topic from different angles — both on their own and as part of group work with peers. Your child should keep track of all the sources she uses and note what she learns, the name of the source, and the page number or url so she can find it again to create a source list or bibliography later. A big step in your child’s research process this year: taking the time to review, categorize, and summarize or paraphrase the information she’s learned. What did she find out about the animal’s habitat from each source? Sorting evidence into categories and summarizing information will help your fifth grader with the planning, writing, and revising stages of her writing project.

Revise, rewrite

By now, your child should understand that writing is a process requiring several steps: planning, first draft, revisions, editing, and publishing or sharing work. Your child’s planning work should include reading and rereading, taking notes, finding additional sources, discussing how new knowledge fits into what your child knew before, visually organizing the information she plans to include, and determining the best way to clearly present her evidence as a cohesive set of points. After the first draft is written, the teacher and other students will offer feedback: asking questions to elicit new details, suggesting ways to clarify an argument, or pressing for new sources of information. Don’t be surprised if there are a few rounds of revisions this year: it’s how your child’s writing gets stronger. If revisions aren’t enough to improve your child’s writing, then this year your child may be required to rewrite the piece or try a new approach. Once the structure and contents are set, final edits are the time to perfect spelling and grammar. All this work on one writing assignment is meant to help your child think of writing as a multistep process so she can evaluate her work and see that — if it’s not up to snuff — she should keep trying until it is.

Your child’s opinion pieces should start by clearly stating her opinion about a topic. Then, she should set up and follow a logically ordered structure to introduce each reason she’ll offer in support of her opinion. Her reasons should be supported by facts and details (a.k.a. evidence), and your child should use linking words, such as additionally, consequently, and specifically to connect her evidence-backed reasons to her opinion. Finally, she should close her argument with a well-articulated conclusion that supports her original opinion.

Fifth Grade Writing Standards

5th Grade Writing Standards

Writing standards for fifth grade define the knowledge and skills needed for writing proficiency at this grade level. By understanding 5th grade writing standards, parents can be more effective in helping their children meet grade level expectations.

What is 5th Grade Writing?
Fifth grade students refine and build upon previously learned knowledge and skills in increasingly complex, multiple-paragraph essays. Essays by fifth-graders contain formal introductions, ample supporting evidence, and conclusions. Students learn writing techniques and experiment with various types of essay leads (e.g., an astonishing fact, a dramatic scene). As they learn different techniques and write for different purposes, their writing takes on style and voice. Fifth grade students use every phase of the writing process and continue to build their knowledge of writing conventions. They discover how to evaluate writing and conduct research.

Grade 5: Writing Strategies
Fifth grade writing standards focus on the writing process as the primary tool to help children become independent writers. In Grade 5, students are taught to use each phase of the process as follows:

  • Prewriting: In fifth grade, students generate ideas and organize information for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs. Students select a focus, an organizational structure, and a point of view. Students base these on the purpose of the composition, as well as on genre expectations, audience, length, and format requirements.
  • Drafting: Students develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text. The writing exhibits the students’ awareness of the audience and purpose.
  • Revising: Students revise selected drafts by adding, elaborating, deleting, combining, and rearranging text. Goals for revision include improving the meaning, focus, coherence, progression, and logical support of ideas. Students also evaluate drafts for development of voice and point of view, and the vivid expression of ideas through language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation).
  • Editing: Students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other features of polished writing, such as varied sentence structure and word choices appropriate to the selected tone and mood. Students also proofread using reference materials and other resources.
  • Publishing: Students refine selected pieces frequently to “publish” for intended audiences. Fifth graders use correct document formatting and incorporate photos, illustrations, charts, and graphs.

Use of technology: 5th grade writing activities require students to use available technology to support aspects of creating, revising, editing, and publishing texts. Students create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).

Grade 5: Writing Purposes
In Grade 5, students write to express, discover, record, develop, reflect on ideas, and problem solve. 5th grade writing lessons teach the selection and use of different forms of writing for specific purposes such as to inform, persuade, or entertain. Fifth grade writing standards stipulate that students write in the following forms:

  • Narrative: Students establish a plot, point of view, setting, and conflict. A key goal is to show, rather than tell, the events of the story.
  • Informational/Expository: Students write to inform, such as to explain, describe, and report. Writing tasks include research reports about important ideas, issues, or events, as well as summaries, instructions, how-to manuals, observations, notes, lists, charts, and directions. Students develop a controlling idea, supported by simple facts, details, examples, and explanations.
  • Persuasive: Students write to influence, such as to persuade, argue, and request. In grade 5, persuasive letters and compositions should state a clear position, support the position with relevant evidence, address reader concerns, and include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).
  • Creative: Students write to entertain, using a variety of expressive forms (e.g., fiction, autobiography, science fiction, haiku, and short stories for 5th graders) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.
  • Responses to Literature: Fifth grade students demonstrate an understanding of the literary work and support judgments by citing text references and their prior knowledge. Students develop interpretations that exhibit careful reading and understanding.

From Marking to Feedback: Audiotaped Responses to Student Writing

Describes an action research project designed to experiment with alternative forms of feedback and to circumvent the less helpful aspects of written marking. As part of the project, four writing teachers formed an action research group to investigate the feasibility of offering audiotaped feedback in a systematic fashion to groups of students. (15 references) (CK)

ABSTRACT: In developing a curriculum for the Beehive Collective’s Plan Colombia campaign, I examine how multiple narratives offering different points of view on the same topic can help viewers discover the ways that images and words are used to construct arguments, shape opinion, and recruit true believers. Following Burke (1974), I argue that the goal of communication is to persuade, and visual . [Show full abstract] works of persuasion or argument are no different in this regard. Young people who are politically disengaged because of the obvious insincerity of political actors can benefit from exposure to multiple narratives and counter-narratives that address the crucial connection of fakery to fact. Text (Electronic thesis) in PDF format. Mode of access: World Wide Web. Advisor: Pat Villeneuve, Florida State University, College of Visual Arts, Theatre and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed Jan. 22, 2007). Document formatted into pages; contains xiv, 339 pages. Thesis (Ph. D.)–Florida State University, 2006. Includes bibliographical references.

Pre-launch evaluation checklist for online health-promoting communities

Joakim Ekberg

Elin A Gursky

Toomas Timpka

Despite the apparent potential of online health-promoting communities (OHPC), there is limited guidance available for developers on the basic design features that contribute to successful applications. The aim of this study was to develop a checklist for a pre-launch evaluation of OHPCs incorporating the perspectives of both the user and the health services communities. The study was based on an . [Show full abstract] action research design. Constructs previously applied to evaluate information system success were used as the basis for checklist development. The constructs were adapted for the OHPC context and formatively evaluated in a case study project. Evaluation data were collected from participatory observations and analyzed using qualitative methods. The initial OHPC checklist included the constructs information quality, service quality, and subjective norms. The contextual adaptation of the information quality construct resulted in items for content area, trust, and format; the adaptation of the service quality construct in items for staff competence, prompt service and empathy; and the adaptation of the subject norms construct in items for social facilitation, interconnectivity and communication. The formative evaluation demonstrated the critical need to balance the autonomy of the online community with the professional control of health services quality expressed in the information and service quality constructs. A pre-launch OHPC evaluation checklist has been designed for use in practical development of health promotion web resources. Research on instruments for OHPC evaluations is warranted.


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