Trish Long’s 5th Grade Writing Resources

Writing WGUM iconI’ve made some resources to help fifth grade teachers prepare for the test.  I have emailed them to several teachers upon request through #ELAOK. When I developed these resources, I did so with the idea that each prompt and the additional supporting forms would last one week with five consecutive writing process lesson periods.

Here are my suggestions for use:

MONDAY
Read the prompt packet (Trish’ Prompt Pack is linked below or access the OSDE Prompts: Narrative, Expository, Opinion). Complete the Pick Apart the Prompt page.
 
TUESDAY
Review Pick Apart form and highlight three examples of relevant evidence from both passages that support the prompt’s purpose.  Use yellow for passage one and blue for passage two. (see Play-Doh and Glitter activity below) We discuss and decide the best way to plan the response by choosing a graphic organizer.  Give students blank copy paper and facilitate as they brainstorm/plan their response.  Since we have been practicing this skill all year,  I usually do only the first week’s planning page as a whole group.
 
WEDNESDAY
Review the state rubric as a whole group lesson only looking at what it takes to receive a 4.  Students write their response.
 
THURSDAY
Each student will complete a conferencing form, either for their own paper, or for a partner’s paper.   I also complete the conferencing form one on one with a student if necessary which allows for great discussion, support, suggestions for future improvement, and encouragement.
 
FRIDAY
Using the treasure chest, (run in color and laminate small ones for their writing folders)  have students highlight quality examples of each rubric area with  colored pencils. Allow students to give themselves scores for each area and calculate their score using the Let’s Do the Math form.
 
PLAY-DOH AND GLITTER ACTIVITY

When I first begin explaining the writing test process to my fifth graders, we do a fun and fast little activity with play dough.  I give everyone a piece of yellow Play-Doh and tell them to name it Passage 1.  Then I give them a piece of blue play dough whose name is Passage 2.  I explain that these pieces don’t represent the whole passage, but just the relevant evidence pulled from each passage to strengthen their response.  They synthesize them (mix them together) and sprinkle silver glitter in it to represent sparkling sensory details.  Just a quick hands-on visual.  I tell them, “Your response must be green.  Not yellow, not blue.  You must include paraphrased and attributed information from both passages.  And it should sparkle and shine with glittering details.  It must be green!  Well, not literally, of course.”

Trish Long | Fifth Grade Teacher | Garfield Elementary – Enid | Twitter-bird-logo-PNG @trishlong3ok

DOWNLOADS

13 kBPick Apart The Prompt

14 kBConferencing Form

240 kBWriting Treasure Chest

13 kBLet’s Do The Math

LINKS