types of writing of writing Produce writing that is appropriate to task, purpose, and audience. Developing/Expanding EEW.5.4. (opinion, (Reading/Listening) Ex. Write about a personal experience. techniques for informative/explanatory, Students are able to Ex. Write about a topic and include facts and illustrations relevant to the topic. developing ideas and narrative) organize a piece of Ex. Write an e-mail that is understood by recipient. writing with assistance techniques for of a graphic organizer Level II Students will: organizing writing (Writing/Speaking) EW.5.4. With guidance and support, produce writing that is appropriate to task, Students are able to purpose, and audience. produce clear and produce simple written Ex. With guidance and support, write about a personal experience. coherent writing piece from a model Ex. With guidance and support, write about a topic and include facts and illustrations relevant to the topic. analyze a writing task Bridging/Reaching Ex. Use a set of guidelines or template to write an e-mail that is understood by the to determine what is (Reading/Listening) recipient. required Students are able to show their organization Level I Students will: adapt writing to of their written piece EEW.5.4. With guidance and support, produce group writing that is appropriate to task, fulfill a specific (Writing/Speaking) purpose, and audience. purpose Students are able to Ex. Use picture communication symbols to make requests (e.g., use picture exchange to produce extended request a food item during lunch) that are written by the teacher and read aloud as the adapt writing to meet writing at grade level student listens and observes. the needs of an Ex. Use single message voice output devices to make comments during shared writing audience (e.g., know something about that are written by the teacher and read aloud as “I that.”) the student observes and listens. develop ideas in a Ex. Use a multiple message voice output device to state an opinion (e.g., like “I that!”) way appropriate to that is added to a two-column written opinion chart and read aloud with the other task and purpose opinion statements as the student observes and listens. organize thoughts in a way appropriate to task and purpose apply these skills to a variety of types of writing
types of writing (opinion, informative/explanatory, and narrative) of writing techniques for developing ideas techniques for organizing writing produce clear and coherent writing analyze a writing task to determine what is required adapt writing to fulfill a specific purpose adapt writing to meet the needs of an audience develop ideas in a way appropriate to task and purpose organize thoughts in a way appropriate to task and purpose apply these skills to a variety of types of writing Developing/Expanding (Reading/Listening) Students are able to organize a piece of writing with assistance of a graphic organizer (Writing/Speaking) Students are able to produce simple written piece from a model Bridging/Reaching (Reading/Listening) Students are able to show their organization of their written piece (Writing/Speaking) Students are able to produce extended writing at grade level EEW.5.4. Produce writing that is appropriate to task, purpose, and audience. Ex. Write about a personal experience. Ex. Write about a topic and include facts and illustrations relevant to the topic. Ex. Write an e-mail that is understood by recipient. Level II Students will: EW.5.4. With guidance and support, produce writing that is appropriate to task, purpose, and audience. Ex. With guidance and support, write about a personal experience. Ex. With guidance and support, write about a topic and include facts and illustrations relevant to the topic. Ex. Use a set of guidelines or template to write an e-mail that is understood by the recipient. Level I Students will: EEW.5.4. With guidance and support, produce group writing that is appropriate to task, purpose, and audience. Ex. Use picture communication symbols to make requests (e.g., use picture exchange to request a food item during lunch) that are written by the teacher and read aloud as the student listens and observes. Ex. Use single message voice output devices to make comments during shared writing (e.g., “I know something about that.”) that are written by the teacher and read aloud as the student observes and listens. Ex. Use a multiple message voice output device to state an opinion (e.g., “I like that!”) that is added to a two-column written opinion chart and read aloud with the other opinion statements as the student observes and listens.
5th-ELA-Pacing-Guide-Version-4.docx