Colorado 5th Grade ELA Standards in Writing and Composition

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RW.5.3 Writing and Composition

• RW.5.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, for a variety of purposes and audiences.
  • RW.5.3.1.a 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.
  • RW.5.3.1.b Provide logically ordered reasons that are supported by facts and details.
  • RW.5.3.1.c Link opinion and reasons using words, phrases, and clauses (for example: consequently, specifically).
  • RW.5.3.1.d Provide a concluding statement or section related to the opinion presented.
• RW.5.3.2 Write informative/explanatory texts that provide a clear focus and the use of text features to group related information on a well-developed topic, using precise language and domain-specific vocabulary.
  • RW.5.3.2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (for example: headings), illustrations, and multimedia when useful to aiding comprehension.
  • RW.5.3.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  • RW.5.3.2.c Link ideas within and across categories of information using words, phrases, and clauses (for example: in contrast, especially).
  • RW.5.3.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • RW.5.3.2.e Provide a concluding statement or section related to the information or explanation presented.
• RW.5.3.3 Write engaging, real or imagined narratives using literary techniques, character development, sensory and descriptive details, and a variety of transition words to signal a clear sequence of events.
  • RW.5.3.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • RW.5.3.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
  • RW.5.3.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
  • RW.5.3.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.
  • RW.5.3.3.e Provide a conclusion that follows from the narrated experiences or events.
• RW.5.3.4 Apply understanding of the conventions of standard English grammar, usage, and mechanics to make meaning clear and to strengthen style.
  • RW.5.3.4.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • RW.5.3.4.a.i Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • RW.5.3.4.a.ii Form and use the perfect (for example: I had walked; I have walked; I will have walked) verb tenses.
    • RW.5.3.4.a.iii Use verb tense to convey various times, sequences, states, and conditions.
    • RW.5.3.4.a.iv Recognize and correct inappropriate shifts in verb tense.
    • RW.5.3.4.a.v Use correlative conjunctions (for example: either/or, neither/nor).
    • RW.5.3.4.a.vi Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  • RW.5.3.4.b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • RW.5.3.4.b.i Use punctuation to separate items in a series.
    • RW.5.3.4.b.ii Use a comma to separate an introductory element from the rest of the sentence.
    • RW.5.3.4.b.iii Use a comma to set off the words yes and no (for example: Yes, thank you), to set off a tag question from the rest of the sentence (for example: It’s true, isn’t it?), and to indicate direct address (for example: Is that you, Steve?).
    • RW.5.3.4.b.iv Use underlining, quotation marks, or italics to indicate titles of works.
    • RW.5.3.4.b.v Spell grade-appropriate words correctly, consulting references as needed.
  • RW.5.3.4.c Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • RW.5.3.4.d With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • RW.5.3.4.e 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.
  • RW.5.3.4.f 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