CCSS Writing Standard Analysis

COMMON CORE ANALYSIS

By: Tasnima Islam; Subica Hussain; Sabah Moghul

Standard W.5.1

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Provide a concluding statement or section related to the opinion presented.

Determine an opinion or point of view on a topic or text
Analyze the text or topic for the identification of the evidence to support the opinion
Design a well-organized composition in which thoughts are logically arranged to support the writer’s purpose.
Give logically established reasons that are backed by facts and details
Use conjunctions to link opinion and reasons
Draft a conclusion from the topic or text that correlates to the opinion presented.

Standard W.5.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.

Select a topic and gather information
Use information logically to convey the ideas
Introduce the topic and provide numerous details to clarify the topic
Use formatting structures to enhance text structures (e.g., Description, Sequence, Problem and Solution, Cause and Effect, Compare and Contrast) to determine the one that best organizes information

Use conjunctions or common clue words (e.g., because, in order to , therefore) Duke 81, to link ideas within text structure
Use technical terminology from the specific subject to explain the topic
Draw conclusions from the text that support the information

Standard W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.

Write narratives that incorporate story writing elements (characters, setting, problem and resolution)
Draft stories or events to tell true or imagined experiences
Sequence events in the story so that one event logically leads to the next

Lead the reader by placing a situation and introducing a storyteller

Apply reporting techniques (engaging conversation, interesting characterization, logical timings, suspense) to develop adventures and situations

Use conversations to explain the character attitudes handling situations
Manage logical connection of phrases and sentences

Apply precise expressions and multiple senses (describing visuals, sounds, smell and tastes) to communicate story developments

Draft a resolution that supports the described story or events

Standard W.5.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standard 1-3 above.)

Identify writing style that best fits task, purpose, and audience

Develop and structure the narration to develop writing ideas
Compose writing that is clear and logical, demonstrating understanding
Convey the purpose of writing
Identify the target audience

Standard W.5.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 upto and including grade 5 on page 29.)

Recognize well-developed work takes more than one draft
Apply strategies to formulate ideas as well as revision strategies

Standard W.5.6

With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Design and compose a draft applying technology by incorporating internet resources with the help and direction of an adult
Choose credible websites that will help to publish writing
Use technology to communicate and share writings with the targeted audience
Exhibit adequate ability of keyboarding skills to type a minimum of two pages in a single sitting
Use proper keyboarding skills to compose and prepare writing

Standard W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Define research and know the difference in form in comparison with other types of writing
Plan and organize short-term inquiry projects
Focus research around a topic
Use several sources to gather information
Establish an understanding of text through study of various viewpoints of topics and related information

Standard W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources: summarize or paraphrase information in notes and finished work, and provide a list of sources.

Remember appropriate information from experiences (construction of prior knowledge)
Remember important information from experiences that relate to the topic
Combine important information from print or digital sources
Interpret or paraphrase the related information and organize into journals to support writing
Prepare a list of sources used during research

Standard W.5.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Determine evidence from texts that supports analysis, reflection, and/or research
Analyze facts through compare/contrast, cause/effect or sequence
Defend position using facts
Compose written responses, including evidence from text to strengthen analysis, reflection, and/or research
Point out reasons and evidence that support the author's’ view

Standard W.5.10

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.

Write for extended periods of times for a variety of tasks, purposes and audiences
Recognize that different writing tasks require varied time frames to complete
Understand the different types of writing that belong with different audiences