Tennessee 5th Grade ELA Standards in Writing

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5.W Writing

• 5.W.TTP Text Types and Protocol
  • 5.W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • 5.W.TTP.1.a Introduce a topic or text.
    • 5.W.TTP.1.b Develop an opinion through logically-ordered reasons that are supported by facts and details.
    • 5.W.TTP.1.c Create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
    • 5.W.TTP.1.d Provide a concluding statement or section related to the opinion presented.
    • 5.W.TTP.1.e Link opinion and reasons using words, phrases, and clauses.
    • 5.W.TTP.1.f Apply language standards addressed in the Foundational Literacy standards.
  • 5.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information.
    • 5.W.TTP.2.a Introduce a topic by providing a general observation and focus.
    • 5.W.TTP.2.b Group related information logically, including formatting features, illustrations, and multimedia when needed to provide clarity to the reader.
    • 5.W.TTP.2.c Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • 5.W.TTP.2.d Provide a conclusion related to the information or explanation presented.
    • 5.W.TTP.2.e Link ideas within and across categories of information using words, phrases, and clauses.
    • 5.W.TTP.2.f Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • 5.W.TTP.2.g Apply language standards addressed in the Foundational Literacy standards.
  • 5.W.TTP.3 Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
    • 5.W.TTP.3.a Orient the reader by establishing a situation, using a narrator and/or introducing characters.
    • 5.W.TTP.3.b Organize an event sequence that unfolds naturally and logically.
    • 5.W.TTP.3.c Use narrative techniques, such as dialogue, pacing, and description to develop experiences and events or show the responses of characters to situations.
    • 5.W.TTP.3.d Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
    • 5.W.TTP.3.e Provide a conclusion that follows from the narrated experiences or events.
    • 5.W.TTP.3.f Use precise words and phrases and use sensory details to convey experiences and events.
    • 5.W.TTP.3.g Apply language standards addressed in the Foundational Literacy standards.
• 5.W.PDW Production and Distribution of Writing
  • 5.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • 5.W.PDW.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
  • 5.W.PDW.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 technology skills to type a complete product in a single sitting as defined in W.1-3.
• 5.W.RBPK Research to Build and Present Knowledge
  • 5.W.RBPK.7 Conduct short research projects that use multiple sources to build knowledge through investigations of different aspects of a topic.
  • 5.W.RBPK.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.
  • 5.W.RBPK.9 Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading.
• 5.W.RW Range of Writing
  • 5.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.