W-Production+&+Distribution+of+Writing

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.) 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. 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. || ===‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others || ===‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standards**===
 * ===‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

‍‍‍‍‍‍‍‍‍‍**I can...**
I can identify the writing style that best fits my task, purpose, and audience.

I can identify the reason for writing a piece to decide on task, purpose, and audience.

I can determine appropriate idea development and organizational strategies appropriate to task, purpose, and audience.

I can use organizational/formatting structures to develop my writing ideas.

I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. With guidance and support from peers and adults,

I can recognize how to: plan revise edit rewrite try a new approach.

I can determine how to edit for conventions of Writing.

I can recognize that a well-developed piece of writing requires more than one draft. With guidance and support from peers and adults,

I can develop and strengthen writing by: planning revising editing rewriting trying a new approach.

I can use prewriting strategies to formulate ideas.

I can apply revision strategies with help from others.

I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling,etc

With some guidance and support:

I can use keyboarding skills.

I can use technology software to produce and publish writing.

I can use the Internet to communicate with others.

With some guidance and support: I can choose the appropriate technology tools for producing and publishing writing and for collaborating with others.

With some guidance and support: I can use technology, including the Internet, to produce and publish writing.

I can use technology to interact and collaborate with others.

I can use keyboarding skills to type two or more pages in a single sitting.

===‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**=== Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer‟s designated reason for writing) should be reflected in the student‟s organization and development of a topic. With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). Students in fifth grade are developing srategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and pblishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting).