The English Language Arts Program of the schools of the Diocese of Ogdensburg is based on the National Common Core Standard. As with all of our educational programs, all instruction is centered in our Catholic Faith foundation.
In the context of all ELA instruction, students are expected to use the following practices which include:
- read and work with a balance of informational and literary texts
- apply reading writing skills in science and social studies
- develop skills to read, analyze, evaluate texts that are increasingly complex
- support and make inferences based on text based information
- writing that emphasizes the use of evidence from sources to inform or make an argument
- build transferrable vocabulary to access grade level texts across disciplines
The content of Grade Five ELA is clearly outlined on the Diocesan Report Card. In addition to the content and skills, writing is highly emphasized not only in ELA but in all subject areas. The Common Core requires 4 types of writing – argument, informative/explanatory and narrative. Below you will find a strong writing sample for this grade level that is the expected performance on a narrative writing task.
We were in the darkness filled, mountain top cold, waiting room. We were preparing for the shots of our lives. Getting shots for malaria and more. There were many benches all shoved to the light. It was hard to see the color in the murky dark but it seemed to be some sort of faded brown. The room was big, no huge, which gave it all the more reason to be terror bringing. Who knew what could be lurking in the corner! There were also doors, which were also brown and faded. One was the way in. Not the way out unfortunately. Another was the way to the other evil place. The last room was the most evil, the Shot Room. The rest of the room was filled with families including my family of five. My five year old self, my three year old brother and my one year old sister. Then there was mom and dad. Some of the other children ar screeching and crying or not knowing what will happen to them. Some would jus be playing. I was in the middle of both. I had shots before. They were not my best friend. After a long while a nurse said, “Alyssa, Trevor, and Taryn, your turn.” The door creaked open. It was the room of no return. There were grown ups guarding every door. My mom and dad told me to “just be brave.” I had no time to think. It was coming at me closer and closer. It touched, entered my flesh, and fulfilled its job. I started with a whimper, then burst into a cry. But then I remembered it was over. We opened the door and the sparkling sun blinded our eyes. It was over. Finally.
Criteria used to evaluate this piece as a strong writing sample include:
- orients the reader by establishing a situation and introducing the narrator
- organizes an event sequence that unfolds naturally and uses a variety of transitional words, phrases, and clauses to manage the sequence of events
- uses narrative techniques to develop experiences and events or show the responses of characters to situations.
- uses concrete words and phrases and sensory details to convey experiences and events precisely
- provides a conclusion that follows from the narrated experiences or events
- demonstrates good command of the conventions of standard written English (with occasional
- errors that do not interfere materially with the underlying message)