New Jersey 5th Grade ELA Standards in Writing

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W Writing

• Text Types and Purposes
  • W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • W.5.1.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.
    • W.5.1.B Provide logically ordered reasons that are supported by facts and details from text(s), quote directly from text when appropriate.
    • W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
    • W.5.1.D Provide a conclusion related to the opinion presented.
  • W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • W.5.2.A Introduce a topic clearly to provide a focus and group related information logically; include text features such as headings, illustrations, and multimedia when useful to aiding comprehension.
    • W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • W.5.2.C Link ideas within paragraphs and sections of information using words, phrases, and clauses (e.g., in contrast, especially).
    • W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • W.5.2.E Provide a conclusion related to the information of explanation presented.
  • W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • W.5.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • W.5.3.B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
    • W.5.3.C Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
    • W.5.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.
    • W.5.3.E Provide a conclusion that follows from the narrated experiences or events.
• Production and Distribution of Writing
  • 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 standards 1–3 above.)
  • 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.
  • W.5.6 With some guidance and support from adults and peers, 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.
• Research to Build and Present Knowledge
  • W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.
  • 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.
  • W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • W.5.9.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]”).
    • W.5.9.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]”).
• Range of Writing
  • W.5.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.