Arizona's College and Career Ready Standards
AZ.5.W. Writing Standards
Text Types and Purposes
5.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.W.1.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
5.W.1.b. Provide logically ordered reasons that are supported by facts and details.
5.W.1.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
5.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
5.W.3.b. Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.
5.W.3.c. Use a variety of transitional words and phrases to manage the sequence of events.
5.W.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
Production and Distribution of Writing
5.W.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.)
5.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
Research to Build and Present Knowledge
5.W.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic and to answer a specific question.
Range of Writing
5.W.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.