The document outlines the 5th grade writing curriculum map for the Isaac School District. It includes performance objectives in prewriting, drafting, revising, editing, expository writing, and conventions that will be integrated throughout the year. Some key skills include using prewriting strategies to generate and organize ideas, writing drafts with clear ideas and details, revising writing for clarity and precision, and properly applying grammar rules for punctuation, spelling, and capitalization. The objectives are designed to support students in mastering essential writing skills.

1. 5th Grade Writing Curriculum Map
Isaac School District No.
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
PREWRITING Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers,
S1C1PO1 Ideas through a variety of activities drawing, writer’s notebook, group discussion, printed material).
S1C1PO2 Purpose of a writing piece Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a
writing piece.
S1C1PO3 Intended audience of a writing piece Determine the intended audience of a writing piece.
S1C1PO4 Organizational strategies to plan writing Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
S1C1PO4 Writing Records Maintain a record (e.g., lists, pictures, journal, folder, notebook) of writing ideas.
DRAFTING
S1C2PO1 Prewriting plan with main idea and details Use a prewriting plan to develop a draft with main idea(s) and supporting details.
S1C2PO2 Writing into a logical sequence Organize writing into a logical sequence that is clear to the audience.
REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, and
S1C3PO1 Six traits sentence fluency.
S1C3PO2 Details to the draft Add details to the draft to more effectively accomplish the purpose.
Words, sentences, and paragraphs to clarify Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
S1C3PO3 meaning
S1C3PO4 Combination of sentence structure Use a combination of sentence structures (i.e., simple, compound) to improve in the
draft.
S1C3PO5 Word choice to enhance the writing Modify word choice appropriate to the application in order to enhance the writing.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 1
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

2. 5th Grade Writing Curriculum Map
Isaac School District No.
AZ PREAMBLE
Standard Knowledge Skills
REVISING
S1C3PO6 Appropriate tools or strategies Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
draft.
S1C3PO7 Resources and reference materials Use resources and reference materials to select more precise vocabulary.
EDITING Use capital letters correctly for:
S2C6PO1 Capital letters, abbreviations a. proper nouns:
• place names
• holidays
• languages
• historical events
• organizations
b. literary titles (i.e., book, story, poem, play, song)
c. titles
d. abbreviations
e. words used as names (e.g., Mother, Uncle Jim)
S2C6PO2 Endings of sentences Punctuate endings of sentences using:
a. periods
b. question marks
c. exclamation points
EXPOSITORY
S3C2PO3 Expository Write in a variety of expository forms (e.g., essay, summary, newspaper article,
reflective paper, log, journal).
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

3. 5th Grade Writing Curriculum Map
Isaac School District No.
PREAMBLE
AZ
Standard Knowledge Skills
CONVENTIONS Use commas to punctuate:
S2C6PO3 Commas a. items in a series
b. greetings and closings of letters
c. dates
d. introductory words
e. dialogue
f. direct address
S2C6PO6 Apostrophes/Contractions Use apostrophes to punctuate:
a. contractions
b. singular possessive
S2C6PO7 High frequency words Spell high frequency words correctly.
S2C6PO8 Common spelling patterns Use common spelling patterns/generalizations to spell words correctly, including:
a. irregular plurals
b. silent e
c. i before e
d. words ending in –y
e. doubling final consonant
S2C6PO9 Homonyms Spell homonyms correctly in context.
S2C6P10 Resources to spell correctly Use resources (e.g., dictionaries, word walls) to spell correctly.
S1C4PO3 Proofreading marks Apply proofreading marks to indicate errors in conventions.
S1C4PO4 Appropriate tools or strategies to edit Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the
draft.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 3
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

4. 5th Grade Writing Curriculum Map
Isaac School District No.
PREAMBLE
AZ
Standard Knowledge Skills
PUBLISHING
S1C5PO1 Writing in an appropriate format Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate
to audience and purpose.
S1C5PO2 Intended audience Share the writing with the intended audience.
S1C5PO3 Margins and spacing to enhance product Use margins and spacing to enhance the final product.
S1C5PO4 Legible Write legibly.
Subject/verb agreement in simple and compound Use subject/verb agreement in simple and compound sentences.
S2C6PO13 sentences
WRITING APPLICATIONS
S1C5PO3 Reflection Write a reflection to a literature selection (e.g., journal entry, book review).
S1C5PO4 Book report Write a book report or review that identifies the:
a. main idea
b. character(s)
c. setting
d. sequence of events
e. conflict/resolution
S2C6PO13 Literary response Write a response that demonstrates an understanding of a literary selection, and
depending on the selection, includes:
a. evidence from the text
b. personal experience
c. comparison to other text/media
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

5. 5th Grade Writing Curriculum Map
Isaac School District No.
Quarter : 1
Unit Name and Description: Writing - Expressive
Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)
Writing is a way to express one’s thoughts, ideas, and events. Why is it important to add details to your writing?
Writing should be in a logical and sequential order. How can details make a story interesting?
Good writers are aware of their audience when writing a story. How does writing express certain thoughts, ideas, and events?
Details make a story more interesting and capture a reader’s interest.
How can a writer use different words to express their thoughts and capture a
reader’s interest?
Essential Learning Summative
AZ Standard Key Vocabulary
Knowledge Skills Assessment
S3C1PO1 Narrative based on imagined or Write a narrative based on imagined or real Narrative
real events events, observations, or memories that includes:
Characters
a. characters
b. setting Setting
c. plot Plot
d. sensory details Sensory details
e. clear language Clear language
f. logical sequence of events
S2C1PO2 Content and selected details Provide content and selected details that are Sequence of events
well-suited to audience and purpose. Audience
Beginning
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

6. 5th Grade Writing Curriculum Map
Isaac School District No.
S2C2PO2 Beginning that captures the Create a beginning that captures the reader’s Capture
reader’s interest interest.
Resolution
Closure
S2C2PO5 Ending that provides a sense of Create an ending that provides a sense of Topic
resolution or closure resolution or closure. Purpose
Energize
S2C3PO3 Language appropriate for topic and Use language appropriate for topic and purpose. Descriptive
purpose Simple sentences
Compound sentences
Organizational
S2C4PO2 Descriptive words and phrases that Use descriptive words and phrases that energize structure
energize writing the writing. Homonyms
Parts of speech
S2C5PO1 Simple and compound sentences Write simple and compound sentences. Nouns
Action verbs
S2C6PO9 Homonyms Spell homonyms correctly in context. Personal pronouns
Conjunctions
S2C6PO11 Paragraph breaks Use paragraph breaks to indicate an
Adverbs
organizational structure.
Dialogue
S2C6PO12 Parts of speech in simple sentences Use the following parts of speech correctly in
simple sentences:
a. nouns
b. action verbs
c. personal pronouns
d. conjunctions
e. adverbs
S2C5PO4 Dialogue Use effective and natural dialogue when
appropriate.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 6
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

7. 5th Grade Writing Curriculum Map
Isaac School District No.
Quarter: 2
Unit Name and Description: Expository Text
Cluster: 2
Big Ideas/Enduring Understandings Essential Question(s)
Recording details before writing an expository text will help develop all the What needs to be done before writing an expository text?
parts that are needed.
What types of organizational structures do writers use when writing
Expository text has a main idea, supporting details, and conclusion. expository pieces?
Expository text has a main purpose. Why is it important to determine the author’s main purpose in expository
text?
AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment
S3C2PO2 Expository Text Write an expository paragraph that contains: Expository text
a. a topic sentence Main idea
b. supporting details Supporting details
c. relevant information Topic sentence
Relevant
S2C1PO3 Relevant Details Use relevant details to provide adequate support for the ideas. information
Transition words
Word choice
Descriptive words
S2C2PO3 Supporting Details Place details appropriately to support the main idea. Organization
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

8. 5th Grade Writing Curriculum Map
Isaac School District No.
S2C2PO4 Transition Words Use a variety of words or phrases that creates smooth and Draft
effective transitions. Revise
Edit
S2C3PO1 Word Choice Show awareness of the audience through word choice and Nouns
style. Verbs
S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Adjectives
of writing. Simple sentences
S2C5PO2 Sentence Fluency Write sentences that flow together and sound natural when Compound
read aloud. sentences
*S2C6PO11 Paragraph Breaks Use paragraph breaks to indicate an organizational structure. Conjunctions
Adverbs
Homonyms
Personal Pronouns
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

9. 5th Grade Writing Curriculum Map
Isaac School District No.
Quarter: 2
Unit Name and Description: Persuasive Text
Cluster: 3
Big Ideas/Enduring Understandings Essential Question(s)
Persuasive text attempts to influence the reader. How do words influence our thinking?
Persuasive text is usually written in the opinion of the writer. How can you write to change a person’s thinking?
Advertisements, commercials on television and political campaign posters are What is the importance of voice and word choice in persuasive writing?
all examples of persuasive text.
How do you use those traits?
Words can influence our thinking.
How does the media (newspapers, magazines, television, radio, etc…)
An effective persuasive paper has opinion backed up by facts. persuade you to think the way they want you to think?
AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment
S3C4PO1 Persuasive Text Write persuasive text (e.g., advertisements, paragraphs) that Persuasive text
attempts to influence the reader. Persuade
Convince
Topic sentence
S2C1PO1 Ideas Express ideas that are clear and directly related to the topic. Opinion
Voice
S2C2PO6 Paragraph Construction Construct a paragraph that groups sentences around a topic. Issue
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

10. 5th Grade Writing Curriculum Map
Isaac School District No.
S2C3PO2 Voice Convey a sense of originality, sincerity, liveliness, or humor Viewpoint
appropriate to topic and mode.
Consider
Bandwagon
S2C4PO1 Word Choice Use a variety of specific and accurate words that effectively
convey the intended message. Flattery
*S2C4PO2 Descriptive Words Use descriptive words and phrases that energize the writing. Emotional appeal
Tone
Express
Claim
Supporting details
Testimonials
Propaganda
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 10
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

11. 5th Grade Writing Curriculum Map
Isaac School District No.
Quarter: 3
Unit Name and Description: Functional Text
Cluster: 4
Big Ideas/Enduring Understandings Essential Question(s)
Functional text is an integral part of our daily lives. Why is it important to be able to interpret specific information in functional
text?
Organizational strategies can help your writing to be sequenced in a logical
way. What organizational strategy would work best to sequence your paper?
There are different types of functional text. What are different types of functional text?
Graphic features help the reader better understand functional text. How do graphic elements (such as illustrations, graphs, charts, maps,
diagrams, and graphic organizers) provide information for the reader?
AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment
S3C3PO1 Functional Text Write a variety of functional text (e.g., directions, recipes, Functional text
procedures, rubrics, labels, graphs/tables). Directions
Recipes
Procedures
*S2C1PO2 Details Provide content and selected details that are well-suited to Rubrics
audience and purpose. Labels
Graphs
S2C2PO1 Text organization Use a structure that fits the type of writing (e.g., letter format, Tables
narrative, lines of poetry). Key
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

12. 5th Grade Writing Curriculum Map
Isaac School District No.
*S2C3PO3 Appropriate language Use language appropriate for topic and purpose. Simple sentences
Compound
sentences
*S2C4PO3 Word choice Apply vocabulary and/ or terminology appropriate to the type Colons
of writing. Formal letter
*S2C5PO1 Simple and compound sentences Write simple and compound sentences. Invitation
S2C6PO1 Capital letters Use capital letters correctly for:
a. proper nouns:
place names
holidays
languages
historical events
organizations
b. literary titles (i.e., book, story, poem, play, song)
c. titles
d. abbreviations
e. words used as names (e.g., Mother, Uncle Jim)
S2C6PO5 Colons Use colons to punctuate:
a. time
b. business letter salutations
S3C3PO2 Communications Write communications, including:
a. thank-you notes
b. friendly letters
c. formal letters
d. messages
e. invitation
S3C3PO3 Correspondence Address an envelope for correspondence that includes:
a. an appropriate return address
b. an appropriate recipient address
S1C1PO6 Time Management Use time management strategies, when appropriate, to
produce a writing product within a set time period.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 12
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

13. 5th Grade Writing Curriculum Map
Isaac School District No.
Quarter: 3
Unit Name and Description: Poetry
Cluster: 5
Big Ideas/Enduring Understandings Essential Question(s)
A good writer will use figurative language to vividly recreate a scene. How can we enhance the descriptiveness of our writing through the use of
metaphors and similes?
Descriptive words and phrase energize writing and paint pictures with words.
How does figurative language influence a description?
Poetry uses rhythm, tone and mood to help express emotions and insights.
What are the characteristics of poetry and how do they impact understanding
Carefully selected imagery adds to the enjoyment of the poem. of a poem?
How do good readers and writers identify, understand and use characteristics
and elements of various types of poetry?
AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment
S3C1PO2 Poetry Write in a variety of expressive forms (e.g., poetry, skit) that Poetry
may employ: Figurative
a. figurative language language
b. rhythm Literal language
c. dialogue Cinquain
d. characterization Haiku
e. a plot Free verse
f. appropriate format
*S2C1PO1 Ideas Express ideas that are clear and directly related to the topic.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

14. 5th Grade Writing Curriculum Map
Isaac School District No.
*S2C2PO1 Text organization Use a structure that fits the type of writing (e.g., letter format, Rhythm
narrative, lines of poetry).
Rhyme
*S2C3PO1 Voice/word choice Show awareness of the audience through word choice and
style. Tone
Mood
*S2C3PO2 Voice Convey a sense of originality, sincerity, liveliness, or humor Rhyme patterns
appropriate to topic and mode. Simile
*S2C4PO2 Descriptive Words Use descriptive words and phrases that energize the writing. Metaphors
Idioms
S2C4PO4 Literal and Figurative Language Use literal and figurative language where appropriate to Dialogue
purpose. Quotation Marks
S2C5PO3 Sentence beginnings, lengths, and Vary sentence beginnings, lengths, and patterns to enhance
patterns the flow of the writing.
*S2C6PO1 Capital letters Use capital letters correctly for:
a. proper nouns:
place names
holidays
languages
historical events
organizations
b. literary titles (i.e., book, story, poem, play, song)
c. titles
d. abbreviations
e. words used as names (e.g., Mother, Uncle Jim)
S2C6PO4 Quotation Marks Use quotation marks to punctuate:
a. simple dialogue
b. titles
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 14
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

15. 5th Grade Writing Curriculum Map
Isaac School District No.
Quarter: 3
Unit Name and Description: Narrative Writing-Realistic Fiction
Cluster: 6
Big Ideas/Enduring Understandings Essential Question(s)
Writing is a way to express one’s thoughts, ideas, and events. Why is it important to add details to your writing?
Writing should be in a logical and sequential order. In what ways does using personal experience add to a piece of writing?
Good writers are aware of their audience when writing a story. How does writing express certain thoughts, ideas, and events?
Details make a story more interesting and capture a reader’s interest. How can a writer use different words to express their thoughts and capture a
reader’s interest?
Writers use personal experience and what they know in their writing.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S2C1PO1 Narrative based on imagined or [Create] a narrative based on imagined or real events, Realistic fiction
real events. (Realistic Fiction) observations, or memories that includes: Narrative
a. characters Characters
b. setting Setting
c. plot Plot
d. sensory details Sensory details
e. clear language Sequence
f. logical sequence of events Point of view
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 15
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

16. 5th Grade Writing Curriculum Map
Isaac School District No.
*S2C1PO2 Content and selected details Provide content and selected details that are well-suited to Audience
audience and purpose. Beginning
Resolution
Closure
*S2C2PO2 Beginning [Produce} a beginning that captures the reader’s interest. Topic
Purpose
*S2C2PO5 Ending, resolution or closure [Produce] an ending that provides a sense of resolution or Energize
closure. Descriptive
*S2C4PO1 Organization
Word choice Use a variety of specific and accurate words that effectively
convey the intended message.
*S2C4PO2 Descriptive words [Utilize] descriptive words and phrases that energize the
writing.
*S2C5PO4 Dialogue Use effective and natural dialogue when appropriate.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 16
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

17. 5th Grade Writing Curriculum Map
Isaac School District No.
Quarter: 4 The POs in the following cluster(s) are 5th Grade Performance Objectives
Unit Name and Description: Research
Cluster: 7
Big Ideas/Enduring Understandings Essential Question(s)
Reading a variety of reference materials gives the writer a chance to organize What organizational strategies can writers use to pull together the information
a piece of writing in their own words. gathered in research to create a final product?
Research writing is used to explain a topic. What are the essential parts of a research paper?
A variety of words will create smooth transitions. Why is it important to use good word choice when writing a research paper?
How do good readers and writers use the research process to find and share
information?
AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment
S3C6PO3 Research Write an informational report that includes main ideas and Research
relevant details. Main idea
S3C6PO1 Relevant details
Paraphrase Paraphrase information from a variety of sources (e.g.,
Internet, reference materials). Paraphrase
Reference
S3C6PO2 Notes Organize notes in a meaningful sequence. materials
Organization
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 17
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

18. 5th Grade Writing Curriculum Map
Isaac School District No.
Sequence
*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas.
*S2C2PO3 Supporting details Place details appropriately to support the main idea.
*S2C2PO6 Paragraph construction Construct a paragraph that groups sentences around a topic.
*S2C4PO3 Vocabulary Apply vocabulary and/ or terminology appropriate to the type
of writing.
*S2C6PO11 Paragraph Breaks Use paragraph breaks to indicate an organizational structure.
*S2C6PO12 Parts of Speech Use the following parts of speech correctly in simple
sentences:
a. nouns
b. action verbs
c. personal pronouns
d. conjunctions
e. adverbs
S3C2PO1 Topic Information Record information (e.g., observations, notes, lists, charts,
maps, labels and legends) related to the topic.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 18
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010