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Literacy
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.)
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
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.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
W.5.6 – 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.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Literacy
W.5.10 – 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.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Literacy
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.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
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.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
W.5.3.c – Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
W.5.3.d – Use concrete words and phrases and sensory details to convey experiences and events precisely.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
W.5.3.e – Provide a conclusion that follows from the narrated experiences or events.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
Literacy
SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Samples: Conjunctions. Interjections. Prepositions. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'.
L.5.1.b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Samples: Tense with verbs. Saying verbs. Clauses with saying verbs. Progressive verb tenses. prefix micro.
L.5.1.c – Use verb tense to convey various times, sequences, states, and conditions.
Samples: Verb types. Action verbs. Clauses with action verbs. Tense with verbs. Modal verbs. Saying verbs. Relating verbs.
L.5.1.d – Recognize and correct inappropriate shifts in verb tense.*
Samples: Verb types. Action verbs. Clauses with action verbs. Tense with verbs. Modal verbs. Saying verbs.
L.5.1.e – Use correlative conjunctions (e.g., either/or, neither/nor).
Samples: Conjunctions. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'. Look, Cover, Write - Suffix Rules: 'sion'.
L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a – Use punctuation to separate items in a series.*
Samples: Introduction to Commas. Parentheses, dashes, colons and semi colons. Editing text. prefix micro.
L.5.2.b – Use a comma to separate an introductory element from the rest of the sentence.
Samples: Introduction to Commas. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'.
L.5.2.d – Use underlining, quotation marks, or italics to indicate titles of works.
Samples: Quotation marks. Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus.
L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Literacy
L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Creating literature
ACELT1618 – Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
ACELT1800 – Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
Creating texts
ACELY1714 – Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
Samples: Descriptive Writing Stimulus. Report Writing Stimulus. Procedure Writing Stimulus. Descriptive Writing Stimulus.
ACELY1715 – Reread and edit students' own and others' work using agreed criteria and explaining editing choices
Samples: Descriptive Writing Stimulus. Report Writing Stimulus. Procedure Writing Stimulus. Descriptive Writing Stimulus.
ACELY1717 – Use a range of software, including word processing programs, learning new functions as required to create texts
Samples: Descriptive Writing Stimulus. Report Writing Stimulus. Procedure Writing Stimulus. Descriptive Writing Stimulus.
They draw on knowledge and skills that include:
Y5&6.W.1 – Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax, and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report)
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Y5&6.W.6 – Organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting detail) and beginning to use cohesive devices to link paragraphs
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically
Samples: Simple sentences. Parts of a sentence. Compound sentences - Simple use of conjunctions. Compound sentences.
Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)
Samples: Using capital letters in names: activity 1. Capital Letters. Full Stops and Question Marks. Simple sentences.
Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).
Samples: Apostrophes – possession (Common and proper nouns). Introduction to Commas.
Key characteristics of students' writing at this level
6.WS.1 – These texts will include, when appropriate:
6.WS.1.a – Content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
6.WS.1.b – Paragraphs that group ideas
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
6.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
6.WS.1.d – Words and phrases that are appropriate to the topic, register, and purpose,including subject-specific vocabulary.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
You can go to an overview of all the curricula here.
