Grade Level & Subject: Grade 5 Writing		Curriculum Map	Year 2003-2004
Calendar	February	March
	Third Nine Weeks – February -March
Possible Resources	Collections Grade 5 Harcourt (Anchor Text)
Nine Weeks Focus
	NOTE: I, R, M, letters below indicate if the skill is labeled “introduced,” “reinforced,” or “mastered” according to the scope and sequence guide of the anchor text.
Skills/Standards (To teach and measure)	Writing Process R-1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. R-2. Conduct background reading, interviews, or surveys when appropriate. R-3. State and develop a clear main idea for writing. R-4. Determine a purpose and audience. R-5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs, and Venn diagrams) to plan writing. R-6. Organize writing, beginning with an introduction, body, and a resolution of plot, followed by a closing statement or a summary of important ideas and details. R-8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs. R-9. Vary language and style as appropriate to audience and purpose. R-10. Use available technology to compose text. R-11. Reread and assess writing for clarity, using a variety of methods (e.g., writer's circle or author's chair). R-12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. R-13. Rearrange words, sentences, and paragraphs, and add transitional words and phrases to clarify meaning. R-14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. R-15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation, and capitalization), and identify and correct fragments and run-ons. R-16. Apply tools (e.g., rubric, checklist, and feedback) to judge the quality of writing. R-17. Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphic to enhance the final project Writing Applications R-1. Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting. R-3. Write letters that state the purpose, make requests, or give compliments and use business letter format. R-4. Write informational essays or reports, including research, that organize information with a clear introduction, body, and conclusion following common expository structures when appropriate(e.g., cause-effect, comparison-contrast) and include facts, details, and examples to illustrate important ideas. R- 5. Produce informal writings (e.g., journals, notes, and poems) for various purposes. Writing Conventions R-1. Spell high-frequency words correctly. R-2. Spell contractions correctly. R-4. Use commas, end marks, apostrophes, and quotation marks correctly. M-5. Use correct capitalization. R- 6. Use various parts of speech, such as nouns, pronouns, and verbs (regular and irregular). R- 9. Use objective and nominative case pronouns. Research R-1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information. R-2. Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources, and Internet-based resources R-3. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes outlines, charts, tables, or graphic organizers). R-4. Compare and contrast important findings and select sources to support central ideas, concepts, and themes. R-5. Define plagiarism and acknowledge sources of information. R-6. Use a variety of communication techniques, including oral, visual, written, or multimedia reports, to present information gathered. Communication: Oral and Visual R-1. Demonstrate active listening strategies(e.g., asking focused questions, responding to cues, making visual contact). R-2. Interpret the main idea and draw conclusions from oral presentations and visual media. R-3. Identify the speaker's purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). R-4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers. R-5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. R-6. Use clear diction, pitch, tempo, and tone, and adjust volume and tempo to stress important ideas. R-7. Adjust speaking content according to the needs of the situation, setting, and audience. R-8. Deliver informational presentations (e.g., expository research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence b. support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes c. organize information including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast) d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology e. draw from several sources and identify sources used R-10. Deliver persuasive presentations that: a. establish a clear position b. include relevant evidence to support a position and to address potential concerns of listeners c. follow common organizational structures when appropriate (e.g., cause-effect, compare contrast, problem-solution)
Assessment Choices