Higley Unified School District
INSTRUCTIONAL ALIGNMENT
Grad
e
Clu
ster
Stand
ard
Arizona College and Career Ready Standards Explanations & Examples
HUSD Materials,
Resources, &
Assessments
Students will: • Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details,
and well-structured event sequences.
• Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
•Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach
5 W 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 in Q1-Q3) (Q1-Q4)
In this standard students are using the writing processes of prewriting and
planning. This includes using strategies to organize ideas for specific tasks
and purposes. Students should be supported to generate ideas through a
variety of activities (e.g., brainstorming, graphic organizing, drawing,
discussing). Organizational strategies for planning may include the use of
graphic organizers to visually represent comparisons, sequence, time-line
and cause and effect can help with planning.
Students determine the purpose of the assignment (to entertain, to
inform, to communicate, to persuade).
Journal Writing
Example: Grade 5 Unit 1
Explore your own style of writing. Write your own humorous story or
poem in which you incorporate figurative language or idioms learned.
Share it with a classmate. Ask your classmate what he/she thinks would
improve your writing.
HUSD Materials,
Resources, &
Assessments
Fifth Grade Quarter 1Writing
Rev. 7/2015
Higley Unified School District
INSTRUCTIONAL ALIGNMENT
Grad
e
Clu
ster
Stand
ard
Arizona College and Career Ready Standards Explanations & Examples
HUSD Materials,
Resources, &
Assessments
Fifth Grade Quarter 1Writing
5 W 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.(Editing for
conventions should
demonstrate command of
Language standards 1-3 up to
and including grade 5. (Q1-Q4)
Teachers create a focus wall or word wall as a resource for student access
for writing.
Teachers create tools or use strategies such as peer-review, checklists,
and rubrics to refine the draft.
Students create vocabulary concept or thesaurus journals as a resource to
assist in modifying word choice.
Reflective Essay
Example: Grade 5 Unit 1
Write an essay response to the essential question (“Why (and how) do we
play with language?”). Your teacher may give you the opportunity to
“Give one, get one” before writing your response.
HUSD Materials,
Resources, &
Assessments
Rev. 7/2015
Higley Unified School District
INSTRUCTIONAL ALIGNMENT
Grad
e
Clu
ster
Stand
ard
Arizona College and Career Ready Standards Explanations & Examples
HUSD Materials,
Resources, &
Assessments
Fifth Grade Quarter 1Writing
5 W 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 keyboarding skills
to type a minimum of two
pages in a single sitting. (Q1-
Q4)
Teachers create tools or use strategies such as peer-review, checklists,
and rubrics to prepare for publication / presentation.
Students work in small groups to assist in developing the presentation.
Opinion Statements
Example: Grade 5 Unit 3
Consider the speech of Chief Joseph the Younger (“I will fight no more
forever”). In your opinion, do you think he needed to be consoled or
encouraged to go on? Write your position on a sticky note, and your
teacher will divide the class based on your position. Share ideas with
classmates who are of the same opinion. Then, individually write your
response in your journal. Work with classmates to revise and edit your
opinion statement to make sure your position is supported. Publish your
position on a classroom blog to encourage additional conversation.
HUSD Materials,
Resources, &
Assessments
Rev. 7/2015
Higley Unified School District
INSTRUCTIONAL ALIGNMENT
Grad
e
Clu
ster
Stand
ard
Arizona College and Career Ready Standards Explanations & Examples
HUSD Materials,
Resources, &
Assessments
Fifth Grade Quarter 1Writing
5 W 9ab Draw evidence from literary or
informational texts to support
analysis, reflection, and
research. (Q1-Q3)
a. Apply grade 5 Reading
standards to literature (e.g.,
“Compare and contrast two or
more characters, settings, or
evens in a story or a drama,
drawing on specific details in
the text [e.g. how characters
interact]”).
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]”). (Q1-
Q3)
The writer’s response is the reaction to a literary or informational
selection supported by evidence. The text could be fiction or non-fiction
and the response includes the writer’s interpretation, analysis, opinion,
and/ or feelings about the piece of literature and selected elements
within it. The response should demonstrate an understanding of the
selection and includes evidence and details from the text.
Analysis:
Students compare & contrast, show cause & effect, categorize or
sequence a selected text.
Students will demonstrate an understanding of the selection and includes
evidence and details from the text.
Reflection:
Student use a journal entry or book review to provide their personal
emotional reaction to a selected text.
Journal Writing
Example: Grade 5 Unit 2
Inventors are creative people who turn their ideas into reality. Leonardo
da Vinci is one of many famous inventors who kept notebooks of ideas.
Look at one of his original notebooks here. Start a section of your writing
journal for ideas. What ideas for inventions do you have? Create lists and
draw and label pictures. Share your ideas with a classmate to strengthen
your ideas.
HUSD Materials,
Resources, &
Assessments
Rev. 7/2015
Higley Unified School District
INSTRUCTIONAL ALIGNMENT
Grad
e
Clu
ster
Stand
ard
Arizona College and Career Ready Standards Explanations & Examples
HUSD Materials,
Resources, &
Assessments
Fifth Grade Quarter 1Writing
5 W 10 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.
(Q1-Q4)
Understanding the purpose for the writing (e.g., an essay assignment, a
‘quick write/notes, a test), and understanding the need to organize the
writing in order to complete the assigned task in a specific time frame.
Set time allotments, when appropriate, for students to produce a writing
product.
Discipline-specific (content area) may be found in narratives, opinion
pieces, informative/ explanatory, journals, friendly and formal letters,
logs, diaries, functional text, instructions, recipes, procedures, posters,
etc.
Teachers provide a frame-work to assist students in using time-
management skills.
Teachers provide a ‘3-minute’ warning to end specified writing activity.
Teachers use music as a signal in pacing a writing assignment.
Teachers routinely pose a question to the class. The students respond
with a ‘quick-write’ answer before answering orally.
Students use a timer set to specific time allotment to help manage their
time.
HUSD Materials,
Resources, &
Assessments
Rev. 7/2015
