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Unit Details

​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Rockwood unit details share the timeline, the enduring understanding and the essential questions for each unit.  Click on the standard title to be directed to the information on related standards for the unit.​

 Unit Details

Unit Title
The Writing Community
Unit Number
W01
Course
Fifth Grade English Language Arts
Content Area
Language Arts
Description
Writing block routines are established to allow students to listen, speak, and develop as writers. Writers follow the writing process to compose and publish a coherent piece of writing.
Timeline
2 Week(s)
Enduring Understandings
Writers compose for a variety of audiences and purposes.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers strengthen their craft through practice.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific purposes.
Writers and speakers use appropriate English.
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning.







Essential Questions
How do established routines facilitate learning during the writing block?
How do students actively engage in collaborative conversations about writing?
How do listeners make meaning from the spoken word?
How do speakers share information for specific purposes?


Additional Unit Resources
  • Benchmark Literacy: Making Sense of the Writer's Workshop
  • Benchmark Literacy Writer's Workshop
  • Words Their Way
  • BrainPOP
  • BrainPOPJr.
  • Grammar & Punctuation – SMART Notebook resources on Insider
  • The Continuum of Literacy Learning

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Standard
Standard Component
  
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)
ECO
  
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation
  
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
  
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
  
  
Standard
Standard Component
ECO
  
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
• 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
• Follow agreed-upon rules for discussions and carry out assigned roles
• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others
• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions




ECO
  
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence
ECO
  
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
ECO
  
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach